How teachers provide writing instruction to autistic students: A pilot study / Elizabeth G. FINNEGAN in Research in Autism Spectrum Disorders, 116 (August 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 116 (August 2024) . - p.102424 Titre : How teachers provide writing instruction to autistic students: A pilot study Type de document : texte imprimé Auteurs : Elizabeth G. FINNEGAN, Auteur Article en page(s) : p.102424 Langues : Anglais (eng) Mots-clés : Writing  Literacy  Teacher preparation  Autism Index. décimale : PER Périodiques Résumé : Background Writing can be used in a variety of communities and for a variety of purposes and is necessary for success in school and the workplace, yet many students, including autistic students, struggle with written communication. There is a need to explore how writing it taught to these students. Method This pilot study examined how writing is taught to autistic students, specifically, how frequently teachers and students engaged in activities incorporated into writing instruction, training or preparation in teaching writing to their students and whether training influence teachers' practices, teachers' experiences teaching writing to autistic students, including the most significant challenges and successes the support they need to teach writing to their autistic students. Responses from 35 online surveys completed by teachers of autistic students were analyzed. Results Results indicated that teachers of autistic students incorporate a wide range of strategies and practices into their instruction, and that their students write using a variety of genres and products. Nearly half of all respondents received no formal training in teaching writing to autistic students. In terms of supports, the greatest need was for professional development/training on how specifically to support their autistic students Conclusions The diversity of responses reflects the heterogeneous nature of autistic students. Teachers should consider the use of EBPs such as visuals and peer support and include student interest in their writing. Furthermore, teacher preparation programs should look to add coursework in writing instruction, with particular attention paid to meeting the diverse strengths and needs of autistic students. En ligne : https://doi.org/10.1016/j.rasd.2024.102424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] How teachers provide writing instruction to autistic students: A pilot study [texte imprimé] / Elizabeth G. FINNEGAN, Auteur . - p.102424. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 116 (August 2024) . - p.102424 Mots-clés : Writing  Literacy  Teacher preparation  Autism Index. décimale : PER Périodiques Résumé : Background Writing can be used in a variety of communities and for a variety of purposes and is necessary for success in school and the workplace, yet many students, including autistic students, struggle with written communication. There is a need to explore how writing it taught to these students. Method This pilot study examined how writing is taught to autistic students, specifically, how frequently teachers and students engaged in activities incorporated into writing instruction, training or preparation in teaching writing to their students and whether training influence teachers' practices, teachers' experiences teaching writing to autistic students, including the most significant challenges and successes the support they need to teach writing to their autistic students. Responses from 35 online surveys completed by teachers of autistic students were analyzed. Results Results indicated that teachers of autistic students incorporate a wide range of strategies and practices into their instruction, and that their students write using a variety of genres and products. Nearly half of all respondents received no formal training in teaching writing to autistic students. In terms of supports, the greatest need was for professional development/training on how specifically to support their autistic students Conclusions The diversity of responses reflects the heterogeneous nature of autistic students. Teachers should consider the use of EBPs such as visuals and peer support and include student interest in their writing. Furthermore, teacher preparation programs should look to add coursework in writing instruction, with particular attention paid to meeting the diverse strengths and needs of autistic students. En ligne : https://doi.org/10.1016/j.rasd.2024.102424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

Production and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review / Elizabeth G. FINNEGAN in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.3-17 Titre : Production and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review Type de document : texte imprimé Auteurs : Elizabeth G. FINNEGAN, Auteur ; Kristie ASARO-SADDLER, Auteur ; Matthew ZAJIC, Auteur Article en page(s) : p.3-17 Langues : Anglais (eng) Mots-clés : autism  autism spectrum  language development  meta-analysis  pronouns  systematic review Index. décimale : PER Périodiques Résumé : This research compared pronoun use in individuals with autism and typically developing peers. Meta-analysis and systematic review of 20 selected articles were used to determine whether significant differences existed in the use of pronouns overall as well as in personal, ambiguous, possessive, reflexive, and clitic pronoun usage. Summary effects indicated significant differences between individuals with autism and their typically developing peers in the use of pronouns overall as well as in ambiguous, clitic, and reflexive pronoun usage, but not in personal and possessive pronoun usage. Results indicate wide variation in the way individuals with autism use pronouns. Since individual outcomes appear to be moderated by multiple factors, including cognitive ability, first language, and overall language development, it is recommended these be considered in assessment and treatment. En ligne : http://dx.doi.org/10.1177/1362361320949103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Production and comprehension of pronouns in individuals with autism: A meta-analysis and systematic review [texte imprimé] / Elizabeth G. FINNEGAN, Auteur ; Kristie ASARO-SADDLER, Auteur ; Matthew ZAJIC, Auteur . - p.3-17. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.3-17 Mots-clés : autism  autism spectrum  language development  meta-analysis  pronouns  systematic review Index. décimale : PER Périodiques Résumé : This research compared pronoun use in individuals with autism and typically developing peers. Meta-analysis and systematic review of 20 selected articles were used to determine whether significant differences existed in the use of pronouns overall as well as in personal, ambiguous, possessive, reflexive, and clitic pronoun usage. Summary effects indicated significant differences between individuals with autism and their typically developing peers in the use of pronouns overall as well as in ambiguous, clitic, and reflexive pronoun usage, but not in personal and possessive pronoun usage. Results indicate wide variation in the way individuals with autism use pronouns. Since individual outcomes appear to be moderated by multiple factors, including cognitive ability, first language, and overall language development, it is recommended these be considered in assessment and treatment. En ligne : http://dx.doi.org/10.1177/1362361320949103 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices / Amy L. ACCARDO in Autism, 23-1 (January 2019)  

Public ISBD [article]  inAutism > 23-1 (January 2019) . - p.236-246 Titre : Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices Type de document : texte imprimé Auteurs : Amy L. ACCARDO, Auteur ; Elizabeth G. FINNEGAN, Auteur Article en page(s) : p.236-246 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  cognition (attention, learning, memory)  communication and language  education services  school-age children  self-efficacy  integration strategy  question generation  students  children  instruction  education  intervention  individuals  literacy  Psychology Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers. En ligne : http://dx.doi.org/10.1177/1362361317730744 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices [texte imprimé] / Amy L. ACCARDO, Auteur ; Elizabeth G. FINNEGAN, Auteur . - p.236-246. Langues : Anglais (eng) in Autism > 23-1 (January 2019) . - p.236-246 Mots-clés : autism spectrum disorders  cognition (attention, learning, memory)  communication and language  education services  school-age children  self-efficacy  integration strategy  question generation  students  children  instruction  education  intervention  individuals  literacy  Psychology Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers. En ligne : http://dx.doi.org/10.1177/1362361317730744 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis / Amy L. ACCARDO in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1988-2006 Titre : Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis Type de document : texte imprimé Auteurs : Amy L. ACCARDO, Auteur ; Elizabeth G. FINNEGAN, Auteur ; S. Jay KUDER, Auteur ; Estyr M. BOMGARDNER, Auteur Article en page(s) : p.1988-2006 Langues : Anglais (eng) Mots-clés : Autism  Autism spectrum disorder  Instruction  Research synthesis  Writing Index. décimale : PER Périodiques Résumé : Building on previous research in the area of written expression for individuals with ASD a research synthesis was conducted to identify (1) writing interventions that have been studied and their effect in improving writing skills of individuals with ASD, (2) intervention features that influence the writing skills of learners with ASD, and (3) the quality of the research. A total of 62 participants were represented across the 24 single case design studies meeting inclusion criteria. Nine interventions emerged with a majority focused on self-regulated strategy development. Effective interventions (PND above 70%) are reported, along with the emergent feature of "packages" using co-occurring combinations of visual, motivational, choice, technology, behavioral, peer, auditory, and tactile supports in conjunction with writing interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-03955-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Writing Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis [texte imprimé] / Amy L. ACCARDO, Auteur ; Elizabeth G. FINNEGAN, Auteur ; S. Jay KUDER, Auteur ; Estyr M. BOMGARDNER, Auteur . - p.1988-2006. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1988-2006 Mots-clés : Autism  Autism spectrum disorder  Instruction  Research synthesis  Writing Index. décimale : PER Périodiques Résumé : Building on previous research in the area of written expression for individuals with ASD a research synthesis was conducted to identify (1) writing interventions that have been studied and their effect in improving writing skills of individuals with ASD, (2) intervention features that influence the writing skills of learners with ASD, and (3) the quality of the research. A total of 62 participants were represented across the 24 single case design studies meeting inclusion criteria. Nine interventions emerged with a majority focused on self-regulated strategy development. Effective interventions (PND above 70%) are reported, along with the emergent feature of "packages" using co-occurring combinations of visual, motivational, choice, technology, behavioral, peer, auditory, and tactile supports in conjunction with writing interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-03955-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

Written Expression in Individuals with Autism Spectrum Disorder: A Meta-Analysis / Elizabeth G. FINNEGAN in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.868-882 Titre : Written Expression in Individuals with Autism Spectrum Disorder: A Meta-Analysis Type de document : texte imprimé Auteurs : Elizabeth G. FINNEGAN, Auteur ; Amy L. ACCARDO, Auteur Année de publication : 2018 Article en page(s) : p.868-882 Langues : Anglais (eng) Mots-clés : Autism  Autism spectrum disorder  Composition  Meta-analysis  Writing Index. décimale : PER Périodiques Résumé : Although studies exist measuring the effectiveness of writing interventions for students with autism spectrum disorder (ASD), research assessing the writing skills for this group is sparse. The present study identified differences in the written expression of individuals with ASD compared to typically developing (TD) peers, using variables selected from 13 different studies. Using Pearson Product Moment-correlation the relationship between the quality of research studies and the magnitude of the effect sizes was examined. Findings indicate significant differences in the following components of written expression; length, legibility, handwriting size, speed, spelling, and overall structure, highlighting the need for future research to determine if the characteristics of written expression in individuals with ASD are similar to other struggling writers. En ligne : https://doi.org/10.1007/s10803-017-3385-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Written Expression in Individuals with Autism Spectrum Disorder: A Meta-Analysis [texte imprimé] / Elizabeth G. FINNEGAN, Auteur ; Amy L. ACCARDO, Auteur . - 2018 . - p.868-882. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.868-882 Mots-clés : Autism  Autism spectrum disorder  Composition  Meta-analysis  Writing Index. décimale : PER Périodiques Résumé : Although studies exist measuring the effectiveness of writing interventions for students with autism spectrum disorder (ASD), research assessing the writing skills for this group is sparse. The present study identified differences in the written expression of individuals with ASD compared to typically developing (TD) peers, using variables selected from 13 different studies. Using Pearson Product Moment-correlation the relationship between the quality of research studies and the magnitude of the effect sizes was examined. Findings indicate significant differences in the following components of written expression; length, legibility, handwriting size, speed, spelling, and overall structure, highlighting the need for future research to determine if the characteristics of written expression in individuals with ASD are similar to other struggling writers. En ligne : https://doi.org/10.1007/s10803-017-3385-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

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