Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome / L. G. JACKSON 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.708-721 Titre : Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : L. G. JACKSON, Auteur ; M. L. DUFFY, Auteur ; Michael P. BRADY, Auteur ; J. MCCORMICK, Auteur Année de publication : 2018 Article en page(s) : p.708-721 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  College  Learning strategy  Writing Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks. En ligne : https://doi.org/10.1007/s10803-017-3170-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome [Texte imprimé et/ou numérique] / L. G. JACKSON, Auteur ; M. L. DUFFY, Auteur ; Michael P. BRADY, Auteur ; J. MCCORMICK, Auteur . - 2018 . - p.708-721. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.708-721 Mots-clés : Autism spectrum disorders  College  Learning strategy  Writing Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks. En ligne : https://doi.org/10.1007/s10803-017-3170-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting / Elisa CRUZ-TORRES in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.212-223 Titre : Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting Type de document : Texte imprimé et/ou numérique Auteurs : Elisa CRUZ-TORRES, Auteur ; Mary Louise DUFFY, Auteur ; Michael P. BRADY, Auteur ; Kyle D. BENNETT, Auteur ; Peggy GOLDSTEIN, Auteur Article en page(s) : p.212-223 Langues : Anglais (eng) Mots-clés : Autism  Behavior skills training  Parent training  Technology  Video prompting Index. décimale : PER Périodiques Résumé : The use of technological devices has proven to be effective and efficient for the delivery of videos aimed at promoting daily living skills (DLS) among individuals with autism spectrum disorder. As technology advances, devices have become more portable and, ultimately, accessible to caregivers. There are relatively few studies that have examined whether parents can be taught to effectively deliver evidence-based practices using portable, mainstream devices. Using a multiple baseline across participants design, we evaluated parent fidelity in the delivery of video prompts on an iPad to their children who were learning DLS. Results indicated that parents were successful in their delivery of the training procedures and their children acquired and maintained the skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04215-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting [Texte imprimé et/ou numérique] / Elisa CRUZ-TORRES, Auteur ; Mary Louise DUFFY, Auteur ; Michael P. BRADY, Auteur ; Kyle D. BENNETT, Auteur ; Peggy GOLDSTEIN, Auteur . - p.212-223. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.212-223 Mots-clés : Autism  Behavior skills training  Parent training  Technology  Video prompting Index. décimale : PER Périodiques Résumé : The use of technological devices has proven to be effective and efficient for the delivery of videos aimed at promoting daily living skills (DLS) among individuals with autism spectrum disorder. As technology advances, devices have become more portable and, ultimately, accessible to caregivers. There are relatively few studies that have examined whether parents can be taught to effectively deliver evidence-based practices using portable, mainstream devices. Using a multiple baseline across participants design, we evaluated parent fidelity in the delivery of video prompts on an iPad to their children who were learning DLS. Results indicated that parents were successful in their delivery of the training procedures and their children acquired and maintained the skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04215-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions / Jessica N. CADETTE in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2968-2978 Titre : The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions Type de document : Texte imprimé et/ou numérique Auteurs : Jessica N. CADETTE, Auteur ; Cynthia L. WILSON, Auteur ; Michael P. BRADY, Auteur ; Charles DUKES, Auteur ; Kyle D. BENNETT, Auteur Article en page(s) : p.2968-2978 Langues : Anglais (eng) Mots-clés : Autism  ASD  Direct instruction  Language  "Wh-" questions Index. décimale : PER Périodiques Résumé : Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three “wh-” questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three “wh-” question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2825-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions [Texte imprimé et/ou numérique] / Jessica N. CADETTE, Auteur ; Cynthia L. WILSON, Auteur ; Michael P. BRADY, Auteur ; Charles DUKES, Auteur ; Kyle D. BENNETT, Auteur . - p.2968-2978. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2968-2978 Mots-clés : Autism  ASD  Direct instruction  Language  "Wh-" questions Index. décimale : PER Périodiques Résumé : Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three “wh-” questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three “wh-” question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2825-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

The Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units / Janet I. GOODMAN in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.207-216 Titre : The Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units Type de document : Texte imprimé et/ou numérique Auteurs : Janet I. GOODMAN, Auteur ; Michael P. BRADY, Auteur ; Mary Lou DUFFY, Auteur ; Jack SCOTT, Auteur ; Nancy E. POLLARD, Auteur Année de publication : 2008 Article en page(s) : p.207-216 Langues : Anglais (eng) Mots-clés : bug-in-ear-technology learn-units teacher-supervision coaching feedback Index. décimale : PER Périodiques Résumé : Supervision and coaching strategies that provide immediate feedback can help improve instruction for novice teachers. In this study, feedback was provided to teachers using "bug-in-ear" technology to coach them to deliver effective instructional interactions: "learn units." Three novice teachers in K—8 classrooms with students with disabilities including emotional disorders, autism, attention-deficit/hyperactivity disorder, and developmental delays participated in the study. Results from the multiple-baseline design showed that the rate and accuracy of effective teaching behaviors increased when in-class feedback was delivered via the electronic "bugs." For two of the three teachers, these increases maintained when the instructional feedback was faded. This study extends previous research and suggests an effective coaching supervision strategy for novice teachers. En ligne : http://dx.doi.org/10.1177/1088357608324713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643 [article] The Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units [Texte imprimé et/ou numérique] / Janet I. GOODMAN, Auteur ; Michael P. BRADY, Auteur ; Mary Lou DUFFY, Auteur ; Jack SCOTT, Auteur ; Nancy E. POLLARD, Auteur . - 2008 . - p.207-216. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.207-216 Mots-clés : bug-in-ear-technology learn-units teacher-supervision coaching feedback Index. décimale : PER Périodiques Résumé : Supervision and coaching strategies that provide immediate feedback can help improve instruction for novice teachers. In this study, feedback was provided to teachers using "bug-in-ear" technology to coach them to deliver effective instructional interactions: "learn units." Three novice teachers in K—8 classrooms with students with disabilities including emotional disorders, autism, attention-deficit/hyperactivity disorder, and developmental delays participated in the study. Results from the multiple-baseline design showed that the rate and accuracy of effective teaching behaviors increased when in-class feedback was delivered via the electronic "bugs." For two of the three teachers, these increases maintained when the instructional feedback was faded. This study extends previous research and suggests an effective coaching supervision strategy for novice teachers. En ligne : http://dx.doi.org/10.1177/1088357608324713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643

The Effects of Covert Audio Coaching on the Job Performance of Supported Employees / Kyle D. BENNETT in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.173-185 Titre : The Effects of Covert Audio Coaching on the Job Performance of Supported Employees Type de document : Texte imprimé et/ou numérique Auteurs : Kyle D. BENNETT, Auteur ; Michael P. BRADY, Auteur ; Jack SCOTT, Auteur ; Charles DUKES, Auteur ; Michael FRAIN, Auteur Année de publication : 2010 Article en page(s) : p.173-185 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The importance of employment in society is unmistakable, but for many people sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being unemployed affects those individuals, their families, and society. The effects of performance feedback delivered via covert audio coaching on the job performance of supported employees were examined in this investigation. A multiple baseline design across employees and work tasks was used to evaluate the effects of the intervention on work performance. Supported employees made substantial improvements on their work performance, and the improvements maintained for 4 to 5 weeks following the removal of the intervention. The results have implications for the use of covert audio coaching in employment and other settings. En ligne : http://dx.doi.org/10.1177/1088357610371636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] The Effects of Covert Audio Coaching on the Job Performance of Supported Employees [Texte imprimé et/ou numérique] / Kyle D. BENNETT, Auteur ; Michael P. BRADY, Auteur ; Jack SCOTT, Auteur ; Charles DUKES, Auteur ; Michael FRAIN, Auteur . - 2010 . - p.173-185. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.173-185 Index. décimale : PER Périodiques Résumé : The importance of employment in society is unmistakable, but for many people sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being unemployed affects those individuals, their families, and society. The effects of performance feedback delivered via covert audio coaching on the job performance of supported employees were examined in this investigation. A multiple baseline design across employees and work tasks was used to evaluate the effects of the intervention on work performance. Supported employees made substantial improvements on their work performance, and the improvements maintained for 4 to 5 weeks following the removal of the intervention. The results have implications for the use of covert audio coaching in employment and other settings. En ligne : http://dx.doi.org/10.1177/1088357610371636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

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