Effects of Test-Taking Strategy Instruction on High-Functioning Adolescents With Autism Spectrum Disorders / Dalhee SONGLEE 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.217-228 Titre : Effects of Test-Taking Strategy Instruction on High-Functioning Adolescents With Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Dalhee SONGLEE, Auteur ; Matt TINCANI, Auteur ; Susan P. MILLER, Auteur ; Nancy M. SILEO, Auteur ; Peggy G. PERKINS, Auteur Année de publication : 2008 Article en page(s) : p.217-228 Langues : Anglais (eng) Mots-clés : autism autism-spectrum-disorder Asperger-syndrome high-functioning-autism test-taking-strategy Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of teaching the Test-Taking Strategy to high-functioning adolescents with autism spectrum disorders (ASD) through an intensive after-school program. Four secondary students participated in the study (i.e., one 11th, one 10th, one 8th, and one 6th grader). A multiple-probe design with four phases (i.e., baseline, instruction, generalization, maintenance) was used to measure the effects of the test-taking instruction. The results of this study showed that high-functioning adolescents with ASD can successfully acquire, generalize, and maintain the use of a comprehensive test-taking strategy. In addition, both participants' and their parents' satisfaction related to the test-taking instruction was high. En ligne : http://dx.doi.org/10.1177/1088357608324714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643 [article] Effects of Test-Taking Strategy Instruction on High-Functioning Adolescents With Autism Spectrum Disorders [texte imprimé] / Dalhee SONGLEE, Auteur ; Matt TINCANI, Auteur ; Susan P. MILLER, Auteur ; Nancy M. SILEO, Auteur ; Peggy G. PERKINS, Auteur . - 2008 . - p.217-228. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.217-228 Mots-clés : autism autism-spectrum-disorder Asperger-syndrome high-functioning-autism test-taking-strategy Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of teaching the Test-Taking Strategy to high-functioning adolescents with autism spectrum disorders (ASD) through an intensive after-school program. Four secondary students participated in the study (i.e., one 11th, one 10th, one 8th, and one 6th grader). A multiple-probe design with four phases (i.e., baseline, instruction, generalization, maintenance) was used to measure the effects of the test-taking instruction. The results of this study showed that high-functioning adolescents with ASD can successfully acquire, generalize, and maintain the use of a comprehensive test-taking strategy. In addition, both participants' and their parents' satisfaction related to the test-taking instruction was high. En ligne : http://dx.doi.org/10.1177/1088357608324714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643

Evaluation of the nonverbal reading approach for two 12 to 13-year-old students with ASD / Patrick A. LEYTHAM in Research in Autism Spectrum Disorders, 9 (January 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 9 (January 2015) . - p.68-76 Titre : Evaluation of the nonverbal reading approach for two 12 to 13-year-old students with ASD Type de document : texte imprimé Auteurs : Patrick A. LEYTHAM, Auteur ; Tom PIERCE, Auteur ; Josh BAKER, Auteur ; Susan P. MILLER, Auteur ; Dick TANDY, Auteur Année de publication : 2015 Article en page(s) : p.68-76 Langues : Anglais (eng) Mots-clés : Autism  Nonverbal reading approach  Phonics  Multiple-probe design Index. décimale : PER Périodiques Résumé : Abstract The ability of students with autism spectrum disorder (ASD) to identify and comprehend text varies across age level and severity of disability. Phonics-based approaches that utilize technology-aided instruction have been used to assist younger students with ASD identify and comprehend text. However, limited research exists on the effectiveness of a phonics-based approach to improve the word identification abilities of older students with ASD. The Nonverbal Reading Approach (NRA) is a method that teaches students with communicative impairments, such as ASD, to identify words by sounding out individual phonemes using internal speech. A multiple probe design across participants combined with an adapted alternating treatment design was used to determine whether or not the NRA would be effective for two 12 to 13-year-old students with ASD. Results indicate that the teacher-led and technology-aided components of the NRA were effective for improving participants’ word identification abilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Evaluation of the nonverbal reading approach for two 12 to 13-year-old students with ASD [texte imprimé] / Patrick A. LEYTHAM, Auteur ; Tom PIERCE, Auteur ; Josh BAKER, Auteur ; Susan P. MILLER, Auteur ; Dick TANDY, Auteur . - 2015 . - p.68-76. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.68-76 Mots-clés : Autism  Nonverbal reading approach  Phonics  Multiple-probe design Index. décimale : PER Périodiques Résumé : Abstract The ability of students with autism spectrum disorder (ASD) to identify and comprehend text varies across age level and severity of disability. Phonics-based approaches that utilize technology-aided instruction have been used to assist younger students with ASD identify and comprehend text. However, limited research exists on the effectiveness of a phonics-based approach to improve the word identification abilities of older students with ASD. The Nonverbal Reading Approach (NRA) is a method that teaches students with communicative impairments, such as ASD, to identify words by sounding out individual phonemes using internal speech. A multiple probe design across participants combined with an adapted alternating treatment design was used to determine whether or not the NRA would be effective for two 12 to 13-year-old students with ASD. Results indicate that the teacher-led and technology-aided components of the NRA were effective for improving participants’ word identification abilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

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