Assistive Technology for People with Behavior Problems / Mark O'REILLY

Public ISBD in Assistive Technologies for People with Diverse Abilities / Giulio E. LANCIONI Titre : Assistive Technology for People with Behavior Problems Type de document : texte imprimé Auteurs : Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Russell B. LANG, Auteur ; Olive HEALY, Auteur ; Nirbhay N. SINGH, Auteur ; Audrey SORRELLS, Auteur ; Soyeon KANG, Auteur ; Heather KOCH, Auteur ; Laura ROJESKI, Auteur ; Cindy GEVARTER, Auteur Année de publication : 2014 Importance : p.191-218 Langues : Anglais (eng) Index. décimale : EDU-M EDU-M - Education - Technologies Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 in Assistive Technologies for People with Diverse Abilities / Giulio E. LANCIONI Assistive Technology for People with Behavior Problems [texte imprimé] / Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Russell B. LANG, Auteur ; Olive HEALY, Auteur ; Nirbhay N. SINGH, Auteur ; Audrey SORRELLS, Auteur ; Soyeon KANG, Auteur ; Heather KOCH, Auteur ; Laura ROJESKI, Auteur ; Cindy GEVARTER, Auteur . - 2014 . - p.191-218. Langues : Anglais (eng) Index. décimale : EDU-M EDU-M - Education - Technologies Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265

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Ethnicity Reporting Practices for Empirical Research in Three Autism-Related Journals / Nigel P. PIERCE in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1507-1519 Titre : Ethnicity Reporting Practices for Empirical Research in Three Autism-Related Journals Type de document : texte imprimé Auteurs : Nigel P. PIERCE, Auteur ; Mark O'REILLY, Auteur ; Audrey M. SORRELLS, Auteur ; Christina FRAGALE, Auteur ; Pamela J. WHITE, Auteur ; Jeannie M. AGUILAR, Auteur ; Heather A. COLE, Auteur Article en page(s) : p.1507-1519 Langues : Anglais (eng) Mots-clés : Ethnicity  Race  Demographics  Autism spectrum disorder  Reporting practices Index. décimale : PER Périodiques Résumé : This review examines ethnicity reporting in three autism-related journals (Autism, Focus on Autism and Other Developmental Disabilities, and Journal of Autism and Developmental Disorders) over a 6-year period. A comprehensive multistep search of articles is used to identify ethnicity as a demographic variable in these three journals. Articles that identified research participants’ ethnicity were further analyzed to determine the impact of ethnicity as a demographic variable on findings of each study. The results indicate that ethnicity has not been adequately reported in these three autism related journals even though previous recommendations have been made to improve inadequacies of descriptive information of research participants in autism research (Kistner and Robbins in J Autism Dev Disord 16:77–82, 1986). Implications for the field of autism spectrum disorders are discussed in addition to further recommendations for future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2041-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 [article] Ethnicity Reporting Practices for Empirical Research in Three Autism-Related Journals [texte imprimé] / Nigel P. PIERCE, Auteur ; Mark O'REILLY, Auteur ; Audrey M. SORRELLS, Auteur ; Christina FRAGALE, Auteur ; Pamela J. WHITE, Auteur ; Jeannie M. AGUILAR, Auteur ; Heather A. COLE, Auteur . - p.1507-1519. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1507-1519 Mots-clés : Ethnicity  Race  Demographics  Autism spectrum disorder  Reporting practices Index. décimale : PER Périodiques Résumé : This review examines ethnicity reporting in three autism-related journals (Autism, Focus on Autism and Other Developmental Disabilities, and Journal of Autism and Developmental Disorders) over a 6-year period. A comprehensive multistep search of articles is used to identify ethnicity as a demographic variable in these three journals. Articles that identified research participants’ ethnicity were further analyzed to determine the impact of ethnicity as a demographic variable on findings of each study. The results indicate that ethnicity has not been adequately reported in these three autism related journals even though previous recommendations have been made to improve inadequacies of descriptive information of research participants in autism research (Kistner and Robbins in J Autism Dev Disord 16:77–82, 1986). Implications for the field of autism spectrum disorders are discussed in addition to further recommendations for future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2041-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236

A review of school-based instructional interventions for students with autism spectrum disorders / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.395-416 Titre : A review of school-based instructional interventions for students with autism spectrum disorders Type de document : texte imprimé Auteurs : Wendy MACHALICEK, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Natasha BERETVAS, Auteur ; Russell B. LANG, Auteur ; Audrey SORRELLS, Auteur ; Mandy RISPOLI, Auteur Année de publication : 2008 Article en page(s) : p.395-416 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This review evaluates school-based instructional research for students with autism spectrum disorders (ASD). Electronic database searches identified 45 studies (n = 118 participants) published between 1995 and 2005. These studies were classified into five curricular areas: (a) academic skills, (b) communication skills, (c) functional life skills, (d) play, and (e) social skills. The results of the reviewed studies indicated effective instructional methods and several trends across curricular areas. Fewer than half of the studies (n = 20) assessed the generalization of skills to different settings and stimuli. A minority of the studies (n = 19) assessed the maintenance of skills. Very few studies reported student characteristics, such as cultural background. Additionally, many studies did not address the social validity of instructional interventions or have used inadequate procedures to judge the perceptions of stakeholders. In light of these findings, several relevant areas for future research are proposed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] A review of school-based instructional interventions for students with autism spectrum disorders [texte imprimé] / Wendy MACHALICEK, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Natasha BERETVAS, Auteur ; Russell B. LANG, Auteur ; Audrey SORRELLS, Auteur ; Mandy RISPOLI, Auteur . - 2008 . - p.395-416. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.395-416 Index. décimale : PER Périodiques Résumé : This review evaluates school-based instructional research for students with autism spectrum disorders (ASD). Electronic database searches identified 45 studies (n = 118 participants) published between 1995 and 2005. These studies were classified into five curricular areas: (a) academic skills, (b) communication skills, (c) functional life skills, (d) play, and (e) social skills. The results of the reviewed studies indicated effective instructional methods and several trends across curricular areas. Fewer than half of the studies (n = 20) assessed the generalization of skills to different settings and stimuli. A minority of the studies (n = 19) assessed the maintenance of skills. Very few studies reported student characteristics, such as cultural background. Additionally, many studies did not address the social validity of instructional interventions or have used inadequate procedures to judge the perceptions of stakeholders. In light of these findings, several relevant areas for future research are proposed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-1 (January 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-1 (January 2009) . - p.32-41 Titre : Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities Type de document : texte imprimé Auteurs : Wendy MACHALICEK, Auteur ; Vanessa A. GREEN, Auteur ; Mandy RISPOLI, Auteur ; Audrey SORRELLS, Auteur ; Russell B. LANG, Auteur ; Jeffrey M. CHAN, Auteur ; Tonya N. DAVIS, Auteur ; Karrie A. SHOGREN, Auteur ; Giulio E. LANCIONI, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Paul LANGTHORNE, Auteur Année de publication : 2009 Article en page(s) : p.32-41 Langues : Anglais (eng) Mots-clés : Videoconferencing  Preference assessment  Teachers Index. décimale : PER Périodiques Résumé : We used widely available videoconferencing equipment to support teachers to conduct preference assessments for three students with autism and developmental disabilities. Supervisors located at a university used videoconferencing equipment to collect data on students’ choice of items, the fidelity of teacher implementation of the assessment protocol, and to provide feedback to the teachers. Preference assessment results suggested a number of potentially reinforcing items for each student. In a second phase of the study, the students were given a routine classroom task to complete (i.e., clean up). The students could choose to complete the clean up task and gain access to a neutral item or one of the highly preferred items identified in the prior preference assessment. All students predominantly chose to complete the task in order to access a preferred item identified in the preference assessment. The results of this classroom intervention validated the results of the preference assessments. The findings of this study provide preliminary support for the use of videoconferencing equipment when supporting teaching personnel during common educational assessments. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 [article] Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities [texte imprimé] / Wendy MACHALICEK, Auteur ; Vanessa A. GREEN, Auteur ; Mandy RISPOLI, Auteur ; Audrey SORRELLS, Auteur ; Russell B. LANG, Auteur ; Jeffrey M. CHAN, Auteur ; Tonya N. DAVIS, Auteur ; Karrie A. SHOGREN, Auteur ; Giulio E. LANCIONI, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Paul LANGTHORNE, Auteur . - 2009 . - p.32-41. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.32-41 Mots-clés : Videoconferencing  Preference assessment  Teachers Index. décimale : PER Périodiques Résumé : We used widely available videoconferencing equipment to support teachers to conduct preference assessments for three students with autism and developmental disabilities. Supervisors located at a university used videoconferencing equipment to collect data on students’ choice of items, the fidelity of teacher implementation of the assessment protocol, and to provide feedback to the teachers. Preference assessment results suggested a number of potentially reinforcing items for each student. In a second phase of the study, the students were given a routine classroom task to complete (i.e., clean up). The students could choose to complete the clean up task and gain access to a neutral item or one of the highly preferred items identified in the prior preference assessment. All students predominantly chose to complete the task in order to access a preferred item identified in the preference assessment. The results of this classroom intervention validated the results of the preference assessments. The findings of this study provide preliminary support for the use of videoconferencing equipment when supporting teaching personnel during common educational assessments. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647

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