Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders / Kelly J. WHALON in Focus on Autism and Other Developmental Disabilities, 24-1 (March 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.3-16 Titre : Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kelly J. WHALON, Auteur ; Stephanie AL OTAIBA, Auteur ; Monica E. DELANO, Auteur Année de publication : 2009 Article en page(s) : p.3-16 Langues : Anglais (eng) Mots-clés : autism-spectrum-disorders reading literacy Index. décimale : PER Périodiques Résumé : Legislation mandates that all children, including children with autism spectrum disorders (ASD), be taught to read in ways that are consistent with reading research and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension strategies. This review synthesized the literature on reading instruction for children with ASD that encompassed one or more of the five components of reading. The review included 11 studies with 61 participants ages 4 to 17 years. Results indicated that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357608328515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697 [article] Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kelly J. WHALON, Auteur ; Stephanie AL OTAIBA, Auteur ; Monica E. DELANO, Auteur . - 2009 . - p.3-16. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.3-16 Mots-clés : autism-spectrum-disorders reading literacy Index. décimale : PER Périodiques Résumé : Legislation mandates that all children, including children with autism spectrum disorders (ASD), be taught to read in ways that are consistent with reading research and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension strategies. This review synthesized the literature on reading instruction for children with ASD that encompassed one or more of the five components of reading. The review included 11 studies with 61 participants ages 4 to 17 years. Results indicated that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357608328515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697

Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome / Monica E. DELANO in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.252-258 Titre : Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Monica E. DELANO, Auteur Année de publication : 2007 Article en page(s) : p.252-258 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : More empirical studies are needed that evaluate interventions to improve the academic functioning of students with Asperger syndrome (AS). The purpose of this exploratory study was to evaluate the use of Self-Regulated Strategy Development (SRSD) writing instruction (Graham, Harris, MacArthur, & Schwartz, 1991) with an adolescent with AS. A multiple baseline design across three responses was used to assess the effects of SRSD instruction. Strategy instruction sequentially targeted the student's use of action words, describing words, and revisions. Following instruction, the student demonstrated gains in both the quantity and quality of his writing samples. En ligne : http://dx.doi.org/10.1177/10883576070220040701 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome [Texte imprimé et/ou numérique] / Monica E. DELANO, Auteur . - 2007 . - p.252-258. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.252-258 Index. décimale : PER Périodiques Résumé : More empirical studies are needed that evaluate interventions to improve the academic functioning of students with Asperger syndrome (AS). The purpose of this exploratory study was to evaluate the use of Self-Regulated Strategy Development (SRSD) writing instruction (Graham, Harris, MacArthur, & Schwartz, 1991) with an adolescent with AS. A multiple baseline design across three responses was used to assess the effects of SRSD instruction. Strategy instruction sequentially targeted the student's use of action words, describing words, and revisions. Following instruction, the student demonstrated gains in both the quantity and quality of his writing samples. En ligne : http://dx.doi.org/10.1177/10883576070220040701 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

Writing Instruction for Students With Autism Spectrum Disorders. A Review of Literature / Robert C. PENNINGTON in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.158-167 Titre : Writing Instruction for Students With Autism Spectrum Disorders. A Review of Literature Type de document : Texte imprimé et/ou numérique Auteurs : Robert C. PENNINGTON, Auteur ; Monica E. DELANO, Auteur Année de publication : 2012 Article en page(s) : p.158-167 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  writing instruction  evidence-based practice  review Index. décimale : PER Périodiques Résumé : Historically, learners with autism spectrum disorders (ASD) have not had access to the general education curriculum. Current legislation mandates that all children, including children with ASD, have access to and make progress in the general education curriculum. This article contains a review of the literature on writing instruction for children with ASD. Investigation yielded 15 studies with 29 participants with ASD ages 4 to 21 years. Based on the studies reviewed, we concluded that students with ASD benefit from explicit writing instruction, but more research is needed to establish an evidence-based set of practices to guide educators in the development of effective writing programs for this population of students. Strategies that are particularly promising and suggestions for future research are given. En ligne : http://dx.doi.org/10.1177/1088357612451318 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Writing Instruction for Students With Autism Spectrum Disorders. A Review of Literature [Texte imprimé et/ou numérique] / Robert C. PENNINGTON, Auteur ; Monica E. DELANO, Auteur . - 2012 . - p.158-167. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.158-167 Mots-clés : autism spectrum disorders  writing instruction  evidence-based practice  review Index. décimale : PER Périodiques Résumé : Historically, learners with autism spectrum disorders (ASD) have not had access to the general education curriculum. Current legislation mandates that all children, including children with ASD, have access to and make progress in the general education curriculum. This article contains a review of the literature on writing instruction for children with ASD. Investigation yielded 15 studies with 29 participants with ASD ages 4 to 21 years. Based on the studies reviewed, we concluded that students with ASD benefit from explicit writing instruction, but more research is needed to establish an evidence-based set of practices to guide educators in the development of effective writing programs for this population of students. Strategies that are particularly promising and suggestions for future research are given. En ligne : http://dx.doi.org/10.1177/1088357612451318 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

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