Dépouillements

Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism / Lisa A. RUBLE in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.67-74 Titre : Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; Ellen L. USHER, Auteur ; John H. MCGREW, Auteur Année de publication : 2011 Article en page(s) : p.67-74 Langues : Anglais (eng) Mots-clés : autism  teachers  self-efficacy  attrition  retention  burnout  stress Index. décimale : PER Périodiques Résumé : Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura’s 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources. En ligne : http://dx.doi.org/10.1177/1088357610397345 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 [article] Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; Ellen L. USHER, Auteur ; John H. MCGREW, Auteur . - 2011 . - p.67-74. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.67-74 Mots-clés : autism  teachers  self-efficacy  attrition  retention  burnout  stress Index. décimale : PER Périodiques Résumé : Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura’s 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources. En ligne : http://dx.doi.org/10.1177/1088357610397345 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127

A Survey of Personnel Preparation Practices in Autism Spectrum Disorders / Gena P. BARNHILL in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.75-86 Titre : A Survey of Personnel Preparation Practices in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Gena P. BARNHILL, Auteur ; Edward A. POLLOWAY, Auteur ; Bianca M. SUMUTKA, Auteur Année de publication : 2011 Article en page(s) : p.75-86 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  personnel preparation  qualified teachers Index. décimale : PER Périodiques Résumé : Researchers indicate that special education is grappling with many issues and challenges that point to the need to examine the nature and type of personnel preparation for educators working with individuals with autism spectrum disorders (ASD). The purpose of this study was to survey teacher educators at colleges and universities to (a) determine the prevalence of programs training teachers in this area; (b) identify the nature of the autism-specific coursework and programs currently being offered (e.g., the motivation for developing these courses, the number of such courses offered); and (c) ascertain the topics included in ASD coursework and the depth at which these topics are addressed. Survey forms were mailed to personnel at 184 institutions of higher education (IHEs) in 43 states; responses were received from faculty members at 87 IHEs in 34 states. Current patterns in personnel preparation are discussed and followed by recommendations for future action. En ligne : http://dx.doi.org/10.1177/1088357610378292 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 [article] A Survey of Personnel Preparation Practices in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Gena P. BARNHILL, Auteur ; Edward A. POLLOWAY, Auteur ; Bianca M. SUMUTKA, Auteur . - 2011 . - p.75-86. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.75-86 Mots-clés : autism spectrum disorders  personnel preparation  qualified teachers Index. décimale : PER Périodiques Résumé : Researchers indicate that special education is grappling with many issues and challenges that point to the need to examine the nature and type of personnel preparation for educators working with individuals with autism spectrum disorders (ASD). The purpose of this study was to survey teacher educators at colleges and universities to (a) determine the prevalence of programs training teachers in this area; (b) identify the nature of the autism-specific coursework and programs currently being offered (e.g., the motivation for developing these courses, the number of such courses offered); and (c) ascertain the topics included in ASD coursework and the depth at which these topics are addressed. Survey forms were mailed to personnel at 184 institutions of higher education (IHEs) in 43 states; responses were received from faculty members at 87 IHEs in 34 states. Current patterns in personnel preparation are discussed and followed by recommendations for future action. En ligne : http://dx.doi.org/10.1177/1088357610378292 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127

Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student With Autism / Sarah B. ROCKWELL in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-2 (June 2011) Titre : Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sarah B. ROCKWELL, Auteur ; Cynthia C. GRIFFIN, Auteur ; Hazel A. JONES, Auteur Année de publication : 2011 Langues : Anglais (eng) Mots-clés : autism  mathematics  problem solving  schema-based instruction Index. décimale : PER Périodiques Résumé : The purpose of this study was to provide preliminary results on the use of schema-based strategy instruction to teach addition and subtraction word problem solving to a fourth grade student with autism. The student was taught to use schematic diagrams to solve three types of addition and subtraction word problems. A multiple probes across behaviors single-case design was used, with solving each of the three problem types treated as a separate behavior. Interpretation of results indicated that the participant’s ability to solve all types of one-step addition and subtraction word problems improved following instruction. Improvement also generalized to problems with unknowns in the initial and medial position and was maintained over time. En ligne : http://dx.doi.org/10.1177/1088357611405039 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 [article] Schema-Based Strategy Instruction in Mathematics and the Word Problem-Solving Performance of a Student With Autism [Texte imprimé et/ou numérique] / Sarah B. ROCKWELL, Auteur ; Cynthia C. GRIFFIN, Auteur ; Hazel A. JONES, Auteur . - 2011. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) Mots-clés : autism  mathematics  problem solving  schema-based instruction Index. décimale : PER Périodiques Résumé : The purpose of this study was to provide preliminary results on the use of schema-based strategy instruction to teach addition and subtraction word problem solving to a fourth grade student with autism. The student was taught to use schematic diagrams to solve three types of addition and subtraction word problems. A multiple probes across behaviors single-case design was used, with solving each of the three problem types treated as a separate behavior. Interpretation of results indicated that the participant’s ability to solve all types of one-step addition and subtraction word problems improved following instruction. Improvement also generalized to problems with unknowns in the initial and medial position and was maintained over time. En ligne : http://dx.doi.org/10.1177/1088357611405039 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127

A Review of Parent Education Programs for Parents of Children With Autism Spectrum Disorders / Tia SCHULTZ in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.96-104 Titre : A Review of Parent Education Programs for Parents of Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Tia SCHULTZ, Auteur ; Carla SCHMIDT, Auteur ; Janine P. STICHTER, Auteur Année de publication : 2011 Article en page(s) : p.96-104 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  training  parent Index. décimale : PER Périodiques Résumé : Benefits of parent education have been demonstrated for decades. However, there exists a lack of formative evaluation of parent education for parents of children with autism spectrum disorders (ASD), limiting the interpretation of ongoing and future research. To understand the current status, key characteristics, and evaluation methods of parent education specific to ASD, relevant research was reviewed with an emphasis on presentation format, evaluation methods, and participant demographics. Of the 30 articles that met inclusion criteria, more than half included descriptions of programs for parents of children with ASD ages 3—5 years, 76% involved a one-on-one training approach, 40% relied on a manual or curriculum, 86% included data on parent and child outcomes, and 70% used single-case designs to evaluate program effectiveness. None of the researchers reported data on fidelity of implementation. Suggestions for further evaluation and next-generation research are provided. En ligne : http://dx.doi.org/10.1177/1088357610397346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 [article] A Review of Parent Education Programs for Parents of Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Tia SCHULTZ, Auteur ; Carla SCHMIDT, Auteur ; Janine P. STICHTER, Auteur . - 2011 . - p.96-104. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.96-104 Mots-clés : autism spectrum disorders  training  parent Index. décimale : PER Périodiques Résumé : Benefits of parent education have been demonstrated for decades. However, there exists a lack of formative evaluation of parent education for parents of children with autism spectrum disorders (ASD), limiting the interpretation of ongoing and future research. To understand the current status, key characteristics, and evaluation methods of parent education specific to ASD, relevant research was reviewed with an emphasis on presentation format, evaluation methods, and participant demographics. Of the 30 articles that met inclusion criteria, more than half included descriptions of programs for parents of children with ASD ages 3—5 years, 76% involved a one-on-one training approach, 40% relied on a manual or curriculum, 86% included data on parent and child outcomes, and 70% used single-case designs to evaluate program effectiveness. None of the researchers reported data on fidelity of implementation. Suggestions for further evaluation and next-generation research are provided. En ligne : http://dx.doi.org/10.1177/1088357610397346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127

Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package / Suzanne Elaine ROBINSON in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.105-118 Titre : Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package Type de document : Texte imprimé et/ou numérique Auteurs : Suzanne Elaine ROBINSON, Auteur Année de publication : 2011 Article en page(s) : p.105-118 Langues : Anglais (eng) Mots-clés : paraprofessionals  autism  Pivotal Response Treatment  social communication  inclusion  video feedback Index. décimale : PER Périodiques Résumé : Given that students with autism spend the majority of their days in school settings, largely supported by paraprofessionals, it is important that these paraprofessionals receive adequate training. The author investigated a training package consisting of modeling and video-based feedback as a means of enabling paraprofessionals to implement Pivotal Response Treatment (PRT) in the inclusive school setting. A multiple baseline design across four paraprofessional -focal student pairs was employed. The findings suggest that the training package was effective and efficient in improving paraprofessional PRT implementation and levels of involvement as well as social communication target behaviors of the students with autism. Generalization across activities and students, maintenance, and social validity were also assessed. En ligne : http://dx.doi.org/10.1177/1088357611407063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 [article] Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package [Texte imprimé et/ou numérique] / Suzanne Elaine ROBINSON, Auteur . - 2011 . - p.105-118. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.105-118 Mots-clés : paraprofessionals  autism  Pivotal Response Treatment  social communication  inclusion  video feedback Index. décimale : PER Périodiques Résumé : Given that students with autism spend the majority of their days in school settings, largely supported by paraprofessionals, it is important that these paraprofessionals receive adequate training. The author investigated a training package consisting of modeling and video-based feedback as a means of enabling paraprofessionals to implement Pivotal Response Treatment (PRT) in the inclusive school setting. A multiple baseline design across four paraprofessional -focal student pairs was employed. The findings suggest that the training package was effective and efficient in improving paraprofessional PRT implementation and levels of involvement as well as social communication target behaviors of the students with autism. Generalization across activities and students, maintenance, and social validity were also assessed. En ligne : http://dx.doi.org/10.1177/1088357611407063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127

Support Groups for Adults With Asperger Syndrome / Kathryn MEDERISE JANTZ in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.119-128 Titre : Support Groups for Adults With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn MEDERISE JANTZ, Auteur Année de publication : 2011 Article en page(s) : p.119-128 Langues : Anglais (eng) Mots-clés : adults  Asperger syndrome  support groups  loneliness Index. décimale : PER Périodiques Résumé : A total of 35 adults (24—77 years; 24 males and 11 females) with Asperger syndrome (AS) who were in, were waiting to get in, or had been in support groups participated in the study. In general, the adults were highly educated but unemployed or underemployed and living alone with family members as friends. The participants were interviewed, completed the Autism-Spectrum Quotient questionnaire and the UCLA Loneliness Scale, and rated group experiences. The results of qualitative and quantitative analyses can be interpreted to conclude that participants were lonely and perceived support groups as beneficial for providing (a) social skills and interaction, (b) information and advice, and (c) structure. Participants also reported that someone had encouraged them to attend a support group. This information can help practitioners gain insight into the content and structure of support groups for individuals with AS and may aid in the design of future research on services for adults with AS. En ligne : http://dx.doi.org/10.1177/1088357611406903 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 [article] Support Groups for Adults With Asperger Syndrome [Texte imprimé et/ou numérique] / Kathryn MEDERISE JANTZ, Auteur . - 2011 . - p.119-128. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.119-128 Mots-clés : adults  Asperger syndrome  support groups  loneliness Index. décimale : PER Périodiques Résumé : A total of 35 adults (24—77 years; 24 males and 11 females) with Asperger syndrome (AS) who were in, were waiting to get in, or had been in support groups participated in the study. In general, the adults were highly educated but unemployed or underemployed and living alone with family members as friends. The participants were interviewed, completed the Autism-Spectrum Quotient questionnaire and the UCLA Loneliness Scale, and rated group experiences. The results of qualitative and quantitative analyses can be interpreted to conclude that participants were lonely and perceived support groups as beneficial for providing (a) social skills and interaction, (b) information and advice, and (c) structure. Participants also reported that someone had encouraged them to attend a support group. This information can help practitioners gain insight into the content and structure of support groups for individuals with AS and may aid in the design of future research on services for adults with AS. En ligne : http://dx.doi.org/10.1177/1088357611406903 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127