Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) / Samuel L. ODOM 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.913-924 Titre : Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) Type de document : texte imprimé Auteurs : Samuel L. ODOM, Auteur ; Ann COX, Auteur ; John SIDERIS, Auteur ; Kara HUME, Auteur ; Susan H. HEDGES, Auteur ; Suzanne KUCHARCZYK, Auteur ; Evelyn SHAW, Auteur ; Brian A. BOYD, Auteur ; Stephanie S. RESZKA, Auteur ; Jennifer NEITZEL, Auteur Année de publication : 2018 Article en page(s) : p.913-924 Langues : Anglais (eng) Mots-clés : Autism  Psychometrics  Quality  Rating scale Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality. En ligne : https://doi.org/10.1007/s10803-017-3379-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) [texte imprimé] / Samuel L. ODOM, Auteur ; Ann COX, Auteur ; John SIDERIS, Auteur ; Kara HUME, Auteur ; Susan H. HEDGES, Auteur ; Suzanne KUCHARCZYK, Auteur ; Evelyn SHAW, Auteur ; Brian A. BOYD, Auteur ; Stephanie S. RESZKA, Auteur ; Jennifer NEITZEL, Auteur . - 2018 . - p.913-924. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.913-924 Mots-clés : Autism  Psychometrics  Quality  Rating scale Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality. En ligne : https://doi.org/10.1007/s10803-017-3379-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Information and Communication Technologies as Educational Supports / Susan H. HEDGES

Public ISBD in The SAGE Handbook of Autism and Education / Rita JORDAN Titre : Information and Communication Technologies as Educational Supports Type de document : texte imprimé Auteurs : Susan H. HEDGES, Auteur ; Sue FLETCHER-WATSON, Auteur Année de publication : 2019 Importance : p.406-416 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 in The SAGE Handbook of Autism and Education / Rita JORDAN Information and Communication Technologies as Educational Supports [texte imprimé] / Susan H. HEDGES, Auteur ; Sue FLETCHER-WATSON, Auteur . - 2019 . - p.406-416. Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

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Questions liées à l’âge dans l’évaluation des troubles du spectre de l’autisme / Susan H. HEDGES

Public ISBD in Evaluer les troubles du spectre de l'autisme / Sam GOLDSTEIN Titre : Questions liées à l’âge dans l’évaluation des troubles du spectre de l’autisme Type de document : texte imprimé Auteurs : Susan H. HEDGES, Auteur ; Victoria SHEA, Auteur ; Gary MESIBOV, Auteur Année de publication : 2020 Importance : p.95-106 Langues : Français (fre) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435 in Evaluer les troubles du spectre de l'autisme / Sam GOLDSTEIN Questions liées à l’âge dans l’évaluation des troubles du spectre de l’autisme [texte imprimé] / Susan H. HEDGES, Auteur ; Victoria SHEA, Auteur ; Gary MESIBOV, Auteur . - 2020 . - p.95-106. Langues : Français (fre) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435

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Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder / Samuel L. ODOM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3805-3819 Titre : Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Samuel L. ODOM, Auteur ; Julie L. THOMPSON, Auteur ; Susan H. HEDGES, Auteur ; Brian A. BOYD, Auteur ; Jessica R. DYKSTRA, Auteur ; Michelle A. DUDA, Auteur ; Kathrine L. SZIDON, Auteur ; Leann E. SMITH, Auteur ; Aimee BORD, Auteur Année de publication : 2015 Article en page(s) : p.3805-3819 Langues : Anglais (eng) Mots-clés : Technology  Autism spectrum disorder  Adolescents  Natural settings Index. décimale : PER Périodiques Résumé : The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills. En ligne : http://dx.doi.org/10.1007/s10803-014-2320-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 [article] Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder [texte imprimé] / Samuel L. ODOM, Auteur ; Julie L. THOMPSON, Auteur ; Susan H. HEDGES, Auteur ; Brian A. BOYD, Auteur ; Jessica R. DYKSTRA, Auteur ; Michelle A. DUDA, Auteur ; Kathrine L. SZIDON, Auteur ; Leann E. SMITH, Auteur ; Aimee BORD, Auteur . - 2015 . - p.3805-3819. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3805-3819 Mots-clés : Technology  Autism spectrum disorder  Adolescents  Natural settings Index. décimale : PER Périodiques Résumé : The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills. En ligne : http://dx.doi.org/10.1007/s10803-014-2320-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273

Technology use as a support tool by secondary students with autism / Susan H. HEDGES in Autism, 22-1 (January 2018)  

Public ISBD [article]  inAutism > 22-1 (January 2018) . - p.70-79 Titre : Technology use as a support tool by secondary students with autism Type de document : texte imprimé Auteurs : Susan H. HEDGES, Auteur ; Samuel L. ODOM, Auteur ; Kara HUME, Auteur ; Ann M. SAM, Auteur Article en page(s) : p.70-79 Langues : Anglais (eng) Mots-clés : adolescents,autism,secondary school,self-report,support,technology Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided. En ligne : https://doi.org/10.1177/1362361317717976 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 [article] Technology use as a support tool by secondary students with autism [texte imprimé] / Susan H. HEDGES, Auteur ; Samuel L. ODOM, Auteur ; Kara HUME, Auteur ; Ann M. SAM, Auteur . - p.70-79. Langues : Anglais (eng) in Autism > 22-1 (January 2018) . - p.70-79 Mots-clés : adolescents,autism,secondary school,self-report,support,technology Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided. En ligne : https://doi.org/10.1177/1362361317717976 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335

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