Components of Visual Literacy: Teaching Logos / 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.234-243 Titre : Components of Visual Literacy: Teaching Logos Type de document : Texte imprimé et/ou numérique Auteurs : Paul A. ALBERTO, Auteur ; David F. CIHAK, Auteur ; Laura D. FREDRICK, Auteur ; Melissa HUGHES, Auteur ; Laura MCINTOSH, Auteur Année de publication : 2007 Article en page(s) : p.234-243 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Definitions of literacy that focus solely on reading words provide too narrow a framework for many students with severe disabilities. Obtaining information from the environment may be accomplished in a variety of modes, such as visual literacy, which is the ability to discern meaning conveyed through images. A component of visual literacy is picture reading. This study demonstrates the teaching of logo reading through time delay as an additional component of visual literacy. Visual literacy is discussed as a primary means of obtaining information for some students and as an additional means of literacy for students who can also learn to read Words. En ligne : http://dx.doi.org/10.1177/10883576070220040501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Components of Visual Literacy: Teaching Logos [Texte imprimé et/ou numérique] / Paul A. ALBERTO, Auteur ; David F. CIHAK, Auteur ; Laura D. FREDRICK, Auteur ; Melissa HUGHES, Auteur ; Laura MCINTOSH, Auteur . - 2007 . - p.234-243. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.234-243 Index. décimale : PER Périodiques Résumé : Definitions of literacy that focus solely on reading words provide too narrow a framework for many students with severe disabilities. Obtaining information from the environment may be accomplished in a variety of modes, such as visual literacy, which is the ability to discern meaning conveyed through images. A component of visual literacy is picture reading. This study demonstrates the teaching of logo reading through time delay as an additional component of visual literacy. Visual literacy is discussed as a primary means of obtaining information for some students and as an additional means of literacy for students who can also learn to read Words. En ligne : http://dx.doi.org/10.1177/10883576070220040501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

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

The role of context in the evaluation of reinforcer efficacy: Implications for the preference assessment outcomes / Aphrodite MANGUM in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.158-167 Titre : The role of context in the evaluation of reinforcer efficacy: Implications for the preference assessment outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Aphrodite MANGUM, Auteur ; Laura D. FREDRICK, Auteur ; Robert R. PABICO, Auteur ; Henry S. ROANE, Auteur Année de publication : 2012 Article en page(s) : p.158-167 Langues : Anglais (eng) Mots-clés : Concurrent-operant  Preference assessment  Reinforcer assessment  Single-operant Index. décimale : PER Périodiques Résumé : Highly preferred stimuli were identified via two preference assessments (based on Fisher et al., 1992), the second of which included stimuli that were ranked low in the initial preference assessment. Following the preference assessments, a subset of stimuli was evaluated as reinforcers in single- and concurrent-operant arrangements. In general, stimuli that were identified as highly preferred in the initial preference assessment functioned as more effective reinforcers. These results are discussed in terms of how the context in which stimuli are evaluated may play a role in the identification of effective positive reinforcers for individuals with autism and related developmental disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] The role of context in the evaluation of reinforcer efficacy: Implications for the preference assessment outcomes [Texte imprimé et/ou numérique] / Aphrodite MANGUM, Auteur ; Laura D. FREDRICK, Auteur ; Robert R. PABICO, Auteur ; Henry S. ROANE, Auteur . - 2012 . - p.158-167. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.158-167 Mots-clés : Concurrent-operant  Preference assessment  Reinforcer assessment  Single-operant Index. décimale : PER Périodiques Résumé : Highly preferred stimuli were identified via two preference assessments (based on Fisher et al., 1992), the second of which included stimuli that were ranked low in the initial preference assessment. Following the preference assessments, a subset of stimuli was evaluated as reinforcers in single- and concurrent-operant arrangements. In general, stimuli that were identified as highly preferred in the initial preference assessment functioned as more effective reinforcers. These results are discussed in terms of how the context in which stimuli are evaluated may play a role in the identification of effective positive reinforcers for individuals with autism and related developmental disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

Using a Three-Step Decoding Strategy With Constant Time Delay to Teach Word Reading to Students With Mild and Moderate Mental Retardation / Elisabeth TUCKER COHEN in Focus on Autism and Other Developmental Disabilities, 23-2 (June 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.67-78 Titre : Using a Three-Step Decoding Strategy With Constant Time Delay to Teach Word Reading to Students With Mild and Moderate Mental Retardation Type de document : Texte imprimé et/ou numérique Auteurs : Elisabeth TUCKER COHEN, Auteur ; Kathryn WOLFF HELLER, Auteur ; Laura D. FREDRICK, Auteur ; Paul A. ALBERTO, Auteur Année de publication : 2008 Article en page(s) : p.67-78 Langues : Anglais (eng) Mots-clés : decoding time-delay mental-retardation instruction literacy Index. décimale : PER Périodiques Résumé : The use of a three-step decoding strategy with constant time delay for teaching decoding and word reading to students with mild and moderate mental retardation was investigated in this study. A multiple probe design was used to examine the percentage of words correctly decoded and read as well as the percentage of sounds correctly decoded. The data indicate that all five students learned to read words using the three-step decoding strategy with constant time delay. This was replicated with increased learning efficiency using a second set of phonetically similar words. Implications of this study on phonological memory and reading ability are discussed. En ligne : http://dx.doi.org/10.1177/1088357608314899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Using a Three-Step Decoding Strategy With Constant Time Delay to Teach Word Reading to Students With Mild and Moderate Mental Retardation [Texte imprimé et/ou numérique] / Elisabeth TUCKER COHEN, Auteur ; Kathryn WOLFF HELLER, Auteur ; Laura D. FREDRICK, Auteur ; Paul A. ALBERTO, Auteur . - 2008 . - p.67-78. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.67-78 Mots-clés : decoding time-delay mental-retardation instruction literacy Index. décimale : PER Périodiques Résumé : The use of a three-step decoding strategy with constant time delay for teaching decoding and word reading to students with mild and moderate mental retardation was investigated in this study. A multiple probe design was used to examine the percentage of words correctly decoded and read as well as the percentage of sounds correctly decoded. The data indicate that all five students learned to read words using the three-step decoding strategy with constant time delay. This was replicated with increased learning efficiency using a second set of phonetically similar words. Implications of this study on phonological memory and reading ability are discussed. En ligne : http://dx.doi.org/10.1177/1088357608314899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

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