Autism Treatment Survey: Services Received by Children with Autism Spectrum Disorders in Public School Classrooms / Kristen L. HESS 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.961-971 Titre : Autism Treatment Survey: Services Received by Children with Autism Spectrum Disorders in Public School Classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Kristen L. HESS, Auteur ; Michael J. MORRIER, Auteur ; L. Juane HEFLIN, Auteur ; Michelle L. IVEY, Auteur Année de publication : 2008 Article en page(s) : p.961-971 Langues : Anglais (eng) Mots-clés : Autism Best-practices Intervention-strategies Public-schools Index. décimale : PER Périodiques Résumé : The Autism Treatment Survey was developed to identify strategies used in education of children with autism spectrum disorders (ASD) in Georgia. Respondents of the web-based survey included a representative sample of 185 teachers across the state, reporting on 226 children with ASD in grades preschool-12th. The top five strategies being used in Georgia (Gentle Teaching, sensory integration, cognitive behavioral modification, assistive technology, and Social StoriesTM) are recognized as lacking a scientific basis for implementation. Analysis revealed the choice of strategies varied by grade level and classroom type (e.g., general education, special education). Results highlight clear implications for preservice and inservice educator training, and the need for continued research to document evidence-based strategy use in public schools for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-007-0470-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] Autism Treatment Survey: Services Received by Children with Autism Spectrum Disorders in Public School Classrooms [Texte imprimé et/ou numérique] / Kristen L. HESS, Auteur ; Michael J. MORRIER, Auteur ; L. Juane HEFLIN, Auteur ; Michelle L. IVEY, Auteur . - 2008 . - p.961-971. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-5 (May 2008) . - p.961-971 Mots-clés : Autism Best-practices Intervention-strategies Public-schools Index. décimale : PER Périodiques Résumé : The Autism Treatment Survey was developed to identify strategies used in education of children with autism spectrum disorders (ASD) in Georgia. Respondents of the web-based survey included a representative sample of 185 teachers across the state, reporting on 226 children with ASD in grades preschool-12th. The top five strategies being used in Georgia (Gentle Teaching, sensory integration, cognitive behavioral modification, assistive technology, and Social StoriesTM) are recognized as lacking a scientific basis for implementation. Analysis revealed the choice of strategies varied by grade level and classroom type (e.g., general education, special education). Results highlight clear implications for preservice and inservice educator training, and the need for continued research to document evidence-based strategy use in public schools for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-007-0470-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism / Kelle M. LAUSHEY in Journal of Autism and Developmental Disorders, 39-10 (October 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-10 (October 2009) . - p.1435-1448 Titre : Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kelle M. LAUSHEY, Auteur ; L. Juane HEFLIN, Auteur ; Laura D. FREDRICK, Auteur ; Margaret SHIPPEN, Auteur ; Paul A. ALBERTO, Auteur Année de publication : 2009 Article en page(s) : p.1435-1448 Langues : Anglais (eng) Mots-clés : Social-skills High-functioning-autism Concept-mastery-routines Index. décimale : PER Périodiques Résumé : Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention. En ligne : http://dx.doi.org/10.1007/s10803-009-0757-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=839 [article] Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism [Texte imprimé et/ou numérique] / Kelle M. LAUSHEY, Auteur ; L. Juane HEFLIN, Auteur ; Laura D. FREDRICK, Auteur ; Margaret SHIPPEN, Auteur ; Paul A. ALBERTO, Auteur . - 2009 . - p.1435-1448. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-10 (October 2009) . - p.1435-1448 Mots-clés : Social-skills High-functioning-autism Concept-mastery-routines Index. décimale : PER Périodiques Résumé : Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention. En ligne : http://dx.doi.org/10.1007/s10803-009-0757-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=839

From the Editors / L. Juane HEFLIN in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.199 Titre : From the Editors Type de document : Texte imprimé et/ou numérique Auteurs : L. Juane HEFLIN, Auteur ; Paul A. ALBERTO, Auteur Article en page(s) : p.199 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357612460654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] From the Editors [Texte imprimé et/ou numérique] / L. Juane HEFLIN, Auteur ; Paul A. ALBERTO, Auteur . - p.199. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.199 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357612460654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

Increasing independence in self-care tasks for children with autism using self-operated auditory prompts / Nicole MCGAHA MAYS in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1351-1357 Titre : Increasing independence in self-care tasks for children with autism using self-operated auditory prompts Type de document : Texte imprimé et/ou numérique Auteurs : Nicole MCGAHA MAYS, Auteur ; L. Juane HEFLIN, Auteur Année de publication : 2011 Article en page(s) : p.1351-1357 Langues : Anglais (eng) Mots-clés : Autism  Self-operated auditory prompts  Self-help skills  Independence Index. décimale : PER Périodiques Résumé : This study was conducted to determine the effects of self-operated auditory prompting systems (SOAPs) on independent self-care task completion of elementary-school-aged children with autism and intellectual disabilities. Prerecorded verbal prompts on a student-operated tape recorder were employed to facilitate independence in washing hands and brushing teeth. The participants were three students enrolled in a self-contained class for students with autism eligibilities in an elementary school. All students showed marked improvement in their performance of each task immediately following implementation of SOAPs. These results can be interpreted to confirm and extend previous research on self-operated auditory prompting systems in adolescents and adults with moderate intellectual disabilities and provides support for the idea that this intervention may be appropriate for younger students as well as those with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Increasing independence in self-care tasks for children with autism using self-operated auditory prompts [Texte imprimé et/ou numérique] / Nicole MCGAHA MAYS, Auteur ; L. Juane HEFLIN, Auteur . - 2011 . - p.1351-1357. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1351-1357 Mots-clés : Autism  Self-operated auditory prompts  Self-help skills  Independence Index. décimale : PER Périodiques Résumé : This study was conducted to determine the effects of self-operated auditory prompting systems (SOAPs) on independent self-care task completion of elementary-school-aged children with autism and intellectual disabilities. Prerecorded verbal prompts on a student-operated tape recorder were employed to facilitate independence in washing hands and brushing teeth. The participants were three students enrolled in a self-contained class for students with autism eligibilities in an elementary school. All students showed marked improvement in their performance of each task immediately following implementation of SOAPs. These results can be interpreted to confirm and extend previous research on self-operated auditory prompting systems in adolescents and adults with moderate intellectual disabilities and provides support for the idea that this intervention may be appropriate for younger students as well as those with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Literacy: Introduction to the Special Series / Paul A. ALBERTO 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.204-205 Titre : Literacy: Introduction to the Special Series Type de document : Texte imprimé et/ou numérique Auteurs : Paul A. ALBERTO, Auteur ; L. Juane HEFLIN, Auteur Année de publication : 2007 Article en page(s) : p.204-205 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220040201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Literacy: Introduction to the Special Series [Texte imprimé et/ou numérique] / Paul A. ALBERTO, Auteur ; L. Juane HEFLIN, Auteur . - 2007 . - p.204-205. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.204-205 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220040201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

The effect of sensory activities on correct responding for children with autism spectrum disorders / Ginny L. VAN RIE in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

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Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in Children With Autism / Cassandra HOLIFIELD in Focus on Autism and Other Developmental Disabilities, 25-4 (December 2010)  

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