Self-Determination Development Among College Students With Intellectual and Developmental Disabilities: A Longitudinal Study / Ayse TORRES in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.137-143 Titre : Self-Determination Development Among College Students With Intellectual and Developmental Disabilities: A Longitudinal Study Type de document : Texte imprimé et/ou numérique Auteurs : Ayse TORRES, Auteur ; Kelly B. KEARNEY, Auteur ; Angelica DOWNEY, Auteur ; Candice TEDESCO, Auteur Article en page(s) : p.137-143 Langues : Anglais (eng) Mots-clés : intellectual and developmental disability;inclusive postsecondary education;self-determination Index. décimale : PER Périodiques Résumé : Students with intellectual and developmental disabilities (IDD) who attend inclusive postsecondary education (IPSE) programs gain many new and beneficial skills, including independent living, social, and employability skills. Another skill set that may be strengthened by attending an IPSE program is self-determination. There is limited research available identifying the impact of IPSE programs on self-determination growth. We addressed this gap by using a longitudinal study designed to examine the changes in self-determination levels of students with IDD across 3 years in an IPSE program. Data collected from 23 students with IDD at 4 points of time within 3 years showed that there was an increasing trend in students' self-determination levels at the end of each year. The difference was highly significant between the baseline and the end of the third year. This suggests that IPSE programs can play a critical role in the improvement of the self-determination levels in students with IDD. Implications and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576221133491 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 [article] Self-Determination Development Among College Students With Intellectual and Developmental Disabilities: A Longitudinal Study [Texte imprimé et/ou numérique] / Ayse TORRES, Auteur ; Kelly B. KEARNEY, Auteur ; Angelica DOWNEY, Auteur ; Candice TEDESCO, Auteur . - p.137-143. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.137-143 Mots-clés : intellectual and developmental disability;inclusive postsecondary education;self-determination Index. décimale : PER Périodiques Résumé : Students with intellectual and developmental disabilities (IDD) who attend inclusive postsecondary education (IPSE) programs gain many new and beneficial skills, including independent living, social, and employability skills. Another skill set that may be strengthened by attending an IPSE program is self-determination. There is limited research available identifying the impact of IPSE programs on self-determination growth. We addressed this gap by using a longitudinal study designed to examine the changes in self-determination levels of students with IDD across 3 years in an IPSE program. Data collected from 23 students with IDD at 4 points of time within 3 years showed that there was an increasing trend in students' self-determination levels at the end of each year. The difference was highly significant between the baseline and the end of the third year. This suggests that IPSE programs can play a critical role in the improvement of the self-determination levels in students with IDD. Implications and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576221133491 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504

Using the "Cool Versus Not Cool" Discrimination Procedure to Teach Social Skills Remotely to Adults With Autism / Kelly B. KEARNEY ; Jacqueline Wood ; Lauren Berlingo ; Charles DUKES in Focus on Autism and Other Developmental Disabilities, 40-1 (March 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.38-47 Titre : Using the "Cool Versus Not Cool" Discrimination Procedure to Teach Social Skills Remotely to Adults With Autism : Focus on Autism and Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Kelly B. KEARNEY, Auteur ; Jacqueline Wood, Auteur ; Lauren Berlingo, Auteur ; Charles DUKES, Auteur Article en page(s) : p.38-47 Mots-clés : autism  social skills  conversation skills  remote learning Index. décimale : PER Périodiques Résumé : This study used a single-subject design to determine the effectiveness of the Cool versus Not Cool (CNC) discrimination procedure to teach social skills to three young U.S. adults with autism. The CNC procedure was administered remotely during this study. The specific social skills targeted were asking open-ended questions and responding appropriately to a conversation partner?s answers. All participants significantly increased the accuracy of the targeted social skills after receiving the intervention. The skills also maintained at relatively high levels once the intervention was removed. Future research and implications are discussed. En ligne : https://dx.doi.org/10.1177/10883576241238712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Using the "Cool Versus Not Cool" Discrimination Procedure to Teach Social Skills Remotely to Adults With Autism : Focus on Autism and Other Developmental Disabilities [Texte imprimé et/ou numérique] / Kelly B. KEARNEY, Auteur ; Jacqueline Wood, Auteur ; Lauren Berlingo, Auteur ; Charles DUKES, Auteur . - p.38-47. in Focus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.38-47 Mots-clés : autism  social skills  conversation skills  remote learning Index. décimale : PER Périodiques Résumé : This study used a single-subject design to determine the effectiveness of the Cool versus Not Cool (CNC) discrimination procedure to teach social skills to three young U.S. adults with autism. The CNC procedure was administered remotely during this study. The specific social skills targeted were asking open-ended questions and responding appropriately to a conversation partner?s answers. All participants significantly increased the accuracy of the targeted social skills after receiving the intervention. The skills also maintained at relatively high levels once the intervention was removed. Future research and implications are discussed. En ligne : https://dx.doi.org/10.1177/10883576241238712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

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