Dépouillements

Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” / Cheryl OSTRYN in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.195-205 Titre : Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” Type de document : Texte imprimé et/ou numérique Auteurs : Cheryl OSTRYN, Auteur ; Pamela WOLFE, Auteur Année de publication : 2011 Article en page(s) : p.195-205 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  establishing operations  wh-questions  prompting Index. décimale : PER Périodiques Résumé : Discrimination of question-asking is a critical conversational skill with considerable practical importance. Children with autism spectrum disorders (ASD) must be taught this skill to become competent communicators and function in everyday communicative situations. In previous question-asking literature, researchers have focused on teaching wh-questions in isolation. This study is an extension of previous research and conducted to investigate the ability of three preschool children with ASD to learn and discriminate when to use the two wh-questions, “What’s that?” and “Where is it?” Results are interpreted to conclude that all three children learned to ask and discriminate between the questions within 6 to 16 instructional sessions, and learned novel vocabulary after asking “What’s that?” This study supports using a prompting procedure for teaching these two wh-questions, and the importance of identifying individualized establishing operations to increase attending behavior, as well as conducting detailed prerequisite skill assessments to maximize learning of wh-questions. En ligne : http://dx.doi.org/10.1177/1088357611421504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” [Texte imprimé et/ou numérique] / Cheryl OSTRYN, Auteur ; Pamela WOLFE, Auteur . - 2011 . - p.195-205. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.195-205 Mots-clés : autism spectrum disorders  establishing operations  wh-questions  prompting Index. décimale : PER Périodiques Résumé : Discrimination of question-asking is a critical conversational skill with considerable practical importance. Children with autism spectrum disorders (ASD) must be taught this skill to become competent communicators and function in everyday communicative situations. In previous question-asking literature, researchers have focused on teaching wh-questions in isolation. This study is an extension of previous research and conducted to investigate the ability of three preschool children with ASD to learn and discriminate when to use the two wh-questions, “What’s that?” and “Where is it?” Results are interpreted to conclude that all three children learned to ask and discriminate between the questions within 6 to 16 instructional sessions, and learned novel vocabulary after asking “What’s that?” This study supports using a prompting procedure for teaching these two wh-questions, and the importance of identifying individualized establishing operations to increase attending behavior, as well as conducting detailed prerequisite skill assessments to maximize learning of wh-questions. En ligne : http://dx.doi.org/10.1177/1088357611421504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities / Maureen E. ANGELL in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.206-217 Titre : Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Maureen E. ANGELL, Auteur ; Joanna K. NICHOLSON, Auteur ; Emily H. WATTS, Auteur ; Craig BLUM, Auteur Année de publication : 2011 Article en page(s) : p.206-217 Langues : Anglais (eng) Mots-clés : Power Cards  interactivity transitions  visual cues  developmental disabilities  elementary age Index. décimale : PER Périodiques Résumé : An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of visually cued instruction, included scripts in which the students’ “heroes” or preferred fictional characters demonstrated targeted interactivity transition behaviors. The strategy decreased response latency for all three students as documented within a single-case withdrawal (A-B-A-B-A-B) design replicated across the three participants. Instructional staff implemented the intervention and, at the end of the study, all remarked about the dramatic effectiveness of the adapted Power Card strategy, said they would use this strategy in the future, and noted that overall classroom functioning had improved. Implications for classroom practice and recommendations for further research on the use of Power Card strategies are discussed. En ligne : http://dx.doi.org/10.1177/1088357611421169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities [Texte imprimé et/ou numérique] / Maureen E. ANGELL, Auteur ; Joanna K. NICHOLSON, Auteur ; Emily H. WATTS, Auteur ; Craig BLUM, Auteur . - 2011 . - p.206-217. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.206-217 Mots-clés : Power Cards  interactivity transitions  visual cues  developmental disabilities  elementary age Index. décimale : PER Périodiques Résumé : An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of visually cued instruction, included scripts in which the students’ “heroes” or preferred fictional characters demonstrated targeted interactivity transition behaviors. The strategy decreased response latency for all three students as documented within a single-case withdrawal (A-B-A-B-A-B) design replicated across the three participants. Instructional staff implemented the intervention and, at the end of the study, all remarked about the dramatic effectiveness of the adapted Power Card strategy, said they would use this strategy in the future, and noted that overall classroom functioning had improved. Implications for classroom practice and recommendations for further research on the use of Power Card strategies are discussed. En ligne : http://dx.doi.org/10.1177/1088357611421169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism / Suzanne Griggs STRINGFIELD in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.218-229 Titre : Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Suzanne Griggs STRINGFIELD, Auteur ; Deanna LUSCRE, Auteur ; David L. GAST, Auteur Année de publication : 2011 Article en page(s) : p.218-229 Langues : Anglais (eng) Mots-clés : autism  graphic organizer  Story Map  story recall  story grammar Index. décimale : PER Périodiques Résumé : In this study, three elementary-aged boys with high-functioning autism (HFA) were taught to use a graphic organizer called a Story Map as a postreading tool during language arts instruction. Students learned to accurately complete the Story Map. The effect of the intervention on story recall was assessed within the context of a multiple-baseline design across participants as measured by performance on modified Accelerated Reader quizzes. Positive effects were achieved quickly and maintained throughout the study. During choice and maintenance conditions, two participants rarely chose to use the graphic organizer, a visual prompt that may have been self-faded during intervention. Results show that a Story Map may be a useful graphic organizer for elementary schoolteachers who have children with HFA in their classrooms. En ligne : http://dx.doi.org/10.1177/1088357611423543 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism [Texte imprimé et/ou numérique] / Suzanne Griggs STRINGFIELD, Auteur ; Deanna LUSCRE, Auteur ; David L. GAST, Auteur . - 2011 . - p.218-229. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.218-229 Mots-clés : autism  graphic organizer  Story Map  story recall  story grammar Index. décimale : PER Périodiques Résumé : In this study, three elementary-aged boys with high-functioning autism (HFA) were taught to use a graphic organizer called a Story Map as a postreading tool during language arts instruction. Students learned to accurately complete the Story Map. The effect of the intervention on story recall was assessed within the context of a multiple-baseline design across participants as measured by performance on modified Accelerated Reader quizzes. Positive effects were achieved quickly and maintained throughout the study. During choice and maintenance conditions, two participants rarely chose to use the graphic organizer, a visual prompt that may have been self-faded during intervention. Results show that a Story Map may be a useful graphic organizer for elementary schoolteachers who have children with HFA in their classrooms. En ligne : http://dx.doi.org/10.1177/1088357611423543 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees / Jena K. RANDOLPH in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.230-238 Titre : Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees Type de document : Texte imprimé et/ou numérique Auteurs : Jena K. RANDOLPH, Auteur ; Janine P. STICHTER, Auteur ; Carla SCHMIDT, Auteur ; Karen V. O’CONNOR, Auteur Année de publication : 2011 Article en page(s) : p.230-238 Langues : Anglais (eng) Mots-clés : pivotal response training  parent training  parent education Index. décimale : PER Périodiques Résumé : Pivotal Response Training (PRT) combines research on task interspersal, direct reinforcement, and role of choice in a treatment for children with autism spectrum disorders (ASD). Parents of children with ASD have been trained to implement PRT to improve language and social interaction. Variables other than child characteristics, such as parental income and education level, may influence training and child outcomes. The authors investigated one of those variables, parental education level, by examining the fidelity and effectiveness of PRT implementation among three caregivers without college degrees. A concurrent multiple baseline design across all phases was used. Two of the three caregiver–child dyads benefited from the intervention. Caregivers’ level of education may not be as critical as other variables, such as consistency of training sessions and other family dynamics, for successful implementation of PRT. En ligne : http://dx.doi.org/10.1177/1088357611421503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees [Texte imprimé et/ou numérique] / Jena K. RANDOLPH, Auteur ; Janine P. STICHTER, Auteur ; Carla SCHMIDT, Auteur ; Karen V. O’CONNOR, Auteur . - 2011 . - p.230-238. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.230-238 Mots-clés : pivotal response training  parent training  parent education Index. décimale : PER Périodiques Résumé : Pivotal Response Training (PRT) combines research on task interspersal, direct reinforcement, and role of choice in a treatment for children with autism spectrum disorders (ASD). Parents of children with ASD have been trained to implement PRT to improve language and social interaction. Variables other than child characteristics, such as parental income and education level, may influence training and child outcomes. The authors investigated one of those variables, parental education level, by examining the fidelity and effectiveness of PRT implementation among three caregivers without college degrees. A concurrent multiple baseline design across all phases was used. Two of the three caregiver–child dyads benefited from the intervention. Caregivers’ level of education may not be as critical as other variables, such as consistency of training sessions and other family dynamics, for successful implementation of PRT. En ligne : http://dx.doi.org/10.1177/1088357611421503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

Experiences of Parents Who Homeschool Their Children With Autism Spectrum Disorders / Karen S. HURLBUTT in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.239-249 Titre : Experiences of Parents Who Homeschool Their Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Karen S. HURLBUTT, Auteur Année de publication : 2011 Article en page(s) : p.239-249 Langues : Anglais (eng) Mots-clés : autism  homeschooling Index. décimale : PER Périodiques Résumé : Teachers may be inadequately prepared for the increasing number of students being identified with autism spectrum disorders (ASD), as students with ASD may not respond to traditional methods of instruction. Some parents of children with ASD are concerned with educational programming available through public school systems and are turning to homeschooling. Ten parents from nine families participated in this qualitative study to share their experiences, opinions, and perceptions of homeschooling as compared to instruction in public school settings. Four themes emerged from the data analysis, along with one overarching theme. The 10 parents who homeschool their children with ASD believe they have found a treatment plan that works, and their perception has been that the school has been either (a) not willing and/or (b) unable to provide effective programming. An unexpected finding was that homeschooling goals and interventions varied across the families. En ligne : http://dx.doi.org/10.1177/1088357611421170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Experiences of Parents Who Homeschool Their Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Karen S. HURLBUTT, Auteur . - 2011 . - p.239-249. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.239-249 Mots-clés : autism  homeschooling Index. décimale : PER Périodiques Résumé : Teachers may be inadequately prepared for the increasing number of students being identified with autism spectrum disorders (ASD), as students with ASD may not respond to traditional methods of instruction. Some parents of children with ASD are concerned with educational programming available through public school systems and are turning to homeschooling. Ten parents from nine families participated in this qualitative study to share their experiences, opinions, and perceptions of homeschooling as compared to instruction in public school settings. Four themes emerged from the data analysis, along with one overarching theme. The 10 parents who homeschool their children with ASD believe they have found a treatment plan that works, and their perception has been that the school has been either (a) not willing and/or (b) unable to provide effective programming. An unexpected finding was that homeschooling goals and interventions varied across the families. En ligne : http://dx.doi.org/10.1177/1088357611421170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148