Author Productivity and Publication Trends in Autism-Specific Journals From 1997 to 2004 / Berenice DE LA CRUZ in Focus on Autism and Other Developmental Disabilities, 21-4 (Winter 2006)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 21-4 (Winter 2006) . - p.245-250 Titre : Author Productivity and Publication Trends in Autism-Specific Journals From 1997 to 2004 Type de document : Texte imprimé et/ou numérique Auteurs : Berenice DE LA CRUZ, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Chaturi EDRISINHA, Auteur ; Jeff SIGAFOOS, Auteur ; Dan ROBINSON, Auteur ; Seung-Hyun SON, Auteur Année de publication : 2006 Article en page(s) : p.245-250 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The 20 most productive authors (in terms of number of articles authored) were identified across three major autism-specific journals (Autism: An International Journal of Research and Practice, Focus on Autism and Other Developmental Disabilities, and the Journal of Autism and Developmental Disorders) published between 1997 and 2004. Of the top 20 authors, 11 worked outside the United States, and 9 were women. Most articles included several coauthors, suggesting that most authors were involved in collaborative work. Most of the published research was assessment research, and slightly less than half was funded. Limitations of this study and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576060210040601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=502 [article] Author Productivity and Publication Trends in Autism-Specific Journals From 1997 to 2004 [Texte imprimé et/ou numérique] / Berenice DE LA CRUZ, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Chaturi EDRISINHA, Auteur ; Jeff SIGAFOOS, Auteur ; Dan ROBINSON, Auteur ; Seung-Hyun SON, Auteur . - 2006 . - p.245-250. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 21-4 (Winter 2006) . - p.245-250 Index. décimale : PER Périodiques Résumé : The 20 most productive authors (in terms of number of articles authored) were identified across three major autism-specific journals (Autism: An International Journal of Research and Practice, Focus on Autism and Other Developmental Disabilities, and the Journal of Autism and Developmental Disorders) published between 1997 and 2004. Of the top 20 authors, 11 worked outside the United States, and 9 were women. Most articles included several coauthors, suggesting that most authors were involved in collaborative work. Most of the published research was assessment research, and slightly less than half was funded. Limitations of this study and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576060210040601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=502

Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill / Rachel L. SEAMAN-TULLIS in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.107-117 Titre : Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill Type de document : Texte imprimé et/ou numérique Auteurs : Rachel L. SEAMAN-TULLIS, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Matthew E. BROCK, Auteur Article en page(s) : p.107-117 Langues : Anglais (eng) Mots-clés : video prompting  paraprofessional  intellectual disability  vocational skill  staff training  developmental disabilities  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Very few individuals with autism spectrum disorder (ASD) have been trained in the vocational skills needed to obtain gainful employment. Moreover, although there is an abundance of research evaluating the practice of training practitioners of students with ASD to use evidence-based practices to teach a wide variety of skills, there have been few that apply this training to the acquisition of vocational tasks. This study uses a multiple-baseline-across-behaviors design to evaluate the training methods used to train a paraprofessional in the preparation and implementation of video prompting and error correction with his student with ASD. Furthermore, the behavior and learning of both the paraprofessional and student are measured. Results indicate that the training package resulted in increased video prompting implementation behavior for the paraprofessional, as well as corresponding, increased vocational skill behavior for the student. En ligne : http://dx.doi.org/10.1177/1088357618794914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill [Texte imprimé et/ou numérique] / Rachel L. SEAMAN-TULLIS, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Matthew E. BROCK, Auteur . - p.107-117. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.107-117 Mots-clés : video prompting  paraprofessional  intellectual disability  vocational skill  staff training  developmental disabilities  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Very few individuals with autism spectrum disorder (ASD) have been trained in the vocational skills needed to obtain gainful employment. Moreover, although there is an abundance of research evaluating the practice of training practitioners of students with ASD to use evidence-based practices to teach a wide variety of skills, there have been few that apply this training to the acquisition of vocational tasks. This study uses a multiple-baseline-across-behaviors design to evaluate the training methods used to train a paraprofessional in the preparation and implementation of video prompting and error correction with his student with ASD. Furthermore, the behavior and learning of both the paraprofessional and student are measured. Results indicate that the training package resulted in increased video prompting implementation behavior for the paraprofessional, as well as corresponding, increased vocational skill behavior for the student. En ligne : http://dx.doi.org/10.1177/1088357618794914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

Using Video Prompting With Different Fading Procedures to Teach Daily Living Skills: A Preliminary Examination / Pei-Fang WU in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.129-139 Titre : Using Video Prompting With Different Fading Procedures to Teach Daily Living Skills: A Preliminary Examination Type de document : Texte imprimé et/ou numérique Auteurs : Pei-Fang WU, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Joe E. WHEATON, Auteur ; Chris A. TULLIS, Auteur Article en page(s) : p.129-139 Langues : Anglais (eng) Mots-clés : video prompting  fading  developmental disabilities  iPod Touch  daily living skills Index. décimale : PER Périodiques Résumé : Two students with developmental disabilities were taught two daily living skills using video prompting with error correction presented on an iPod Touch, and two different fading procedures were implemented. In one fading procedure, individual video clips were merged into multiple larger clips following acquisition of the entire skill. In the second fading procedure, video clips were backward “chunked” during the intervention as individual steps were mastered. A multiple probe across participants design within a reversal design was used. Results showed that video prompting with error correction was effective in teaching both daily living skills. Furthermore, fading the video prompts during the intervention resulted in more rapid learning and higher maintenance and generalization effects than fading after acquisition. En ligne : http://dx.doi.org/10.1177/1088357614533594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Using Video Prompting With Different Fading Procedures to Teach Daily Living Skills: A Preliminary Examination [Texte imprimé et/ou numérique] / Pei-Fang WU, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Joe E. WHEATON, Auteur ; Chris A. TULLIS, Auteur . - p.129-139. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.129-139 Mots-clés : video prompting  fading  developmental disabilities  iPod Touch  daily living skills Index. décimale : PER Périodiques Résumé : Two students with developmental disabilities were taught two daily living skills using video prompting with error correction presented on an iPod Touch, and two different fading procedures were implemented. In one fading procedure, individual video clips were merged into multiple larger clips following acquisition of the entire skill. In the second fading procedure, video clips were backward “chunked” during the intervention as individual steps were mastered. A multiple probe across participants design within a reversal design was used. Results showed that video prompting with error correction was effective in teaching both daily living skills. Furthermore, fading the video prompts during the intervention resulted in more rapid learning and higher maintenance and generalization effects than fading after acquisition. En ligne : http://dx.doi.org/10.1177/1088357614533594 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

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