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Auteur Allyson LEE |
Documents disponibles écrits par cet auteur (3)



Titre : Assistive Technology for Postsecondary Students with Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Russell LANG, Auteur ; Sathiyaprakash RAMDOSS, Auteur ; Jeff SIGAFOOS, Auteur ; Vanessa A. GREEN, Auteur ; Larah VAN DER MEER, Auteur ; Amy TOSTANOSKI, Auteur ; Allyson LEE, Auteur ; Mark F. O’REILLY, Auteur Année de publication : 2014 Importance : p.53-76 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 Assistive Technology for Postsecondary Students with Disabilities [Texte imprimé et/ou numérique] / Russell LANG, Auteur ; Sathiyaprakash RAMDOSS, Auteur ; Jeff SIGAFOOS, Auteur ; Vanessa A. GREEN, Auteur ; Larah VAN DER MEER, Auteur ; Amy TOSTANOSKI, Auteur ; Allyson LEE, Auteur ; Mark F. O’REILLY, Auteur . - 2014 . - p.53-76.
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 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Comparison of high and low preferred topographies of contingent attention during discrete trial training / Russell LANG in Research in Autism Spectrum Disorders, 8-10 (October 2014)
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Titre : Comparison of high and low preferred topographies of contingent attention during discrete trial training Type de document : Texte imprimé et/ou numérique Auteurs : Russell LANG, Auteur ; Marije VAN DER WERFF, Auteur ; Katja VERBEEK, Auteur ; Robert DIDDEN, Auteur ; Katy DAVENPORT, Auteur ; Melissa MOORE, Auteur ; Allyson LEE, Auteur ; Mandy RISPOLI, Auteur ; Wendy MACHALICEK, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio LANCIONI, Auteur Article en page(s) : p.1279-1286 Langues : Anglais (eng) Mots-clés : Autism Preference assessment Attention Discrete trial training Index. décimale : PER Périodiques Résumé : We used the paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessment procedures to identify high and low preferred topographies of attention for two children with autism spectrum disorders (ASD). Both preference assessment formats identified the same high and low preferred forms of attention. A reinforcer assessment implemented during discrete trial training demonstrated increased correct responding and reduced challenging behavior when the high preferred form of attention was the contingent reinforcer for both participants. These results replicate previous research demonstrating that children with ASD may have preferences for specific forms of social interaction and that highly preferred forms of attention may function as more potent reinforcers than less preferred forms. This study extends previous research by demonstrating correspondence between the MSWO and PS formats when applied to attention. Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1279-1286[article] Comparison of high and low preferred topographies of contingent attention during discrete trial training [Texte imprimé et/ou numérique] / Russell LANG, Auteur ; Marije VAN DER WERFF, Auteur ; Katja VERBEEK, Auteur ; Robert DIDDEN, Auteur ; Katy DAVENPORT, Auteur ; Melissa MOORE, Auteur ; Allyson LEE, Auteur ; Mandy RISPOLI, Auteur ; Wendy MACHALICEK, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio LANCIONI, Auteur . - p.1279-1286.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1279-1286
Mots-clés : Autism Preference assessment Attention Discrete trial training Index. décimale : PER Périodiques Résumé : We used the paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessment procedures to identify high and low preferred topographies of attention for two children with autism spectrum disorders (ASD). Both preference assessment formats identified the same high and low preferred forms of attention. A reinforcer assessment implemented during discrete trial training demonstrated increased correct responding and reduced challenging behavior when the high preferred form of attention was the contingent reinforcer for both participants. These results replicate previous research demonstrating that children with ASD may have preferences for specific forms of social interaction and that highly preferred forms of attention may function as more potent reinforcers than less preferred forms. This study extends previous research by demonstrating correspondence between the MSWO and PS formats when applied to attention. Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 Teaching individuals with autism spectrum disorder to ask questions: A systematic review / Tracy RAULSTON in Research in Autism Spectrum Disorders, 7-7 (July 2013)
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Titre : Teaching individuals with autism spectrum disorder to ask questions: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Tracy RAULSTON, Auteur ; Amarie CARNETT, Auteur ; Russell B. LANG, Auteur ; Amy TOSTANOSKI, Auteur ; Allyson LEE, Auteur ; Wendy MACHALICEK, Auteur ; Jeff SIGAFOOS, Auteur ; Mark F. O’REILLY, Auteur ; Robert DIDDEN, Auteur ; Giulio E. LANCIONI, Auteur Article en page(s) : p.866-878 Langues : Anglais (eng) Mots-clés : Autism Question Communication Review Behavioral intervention Index. décimale : PER Périodiques Résumé : This review involved a systematic search and analysis of studies aimed at teaching individuals with autism spectrum disorder (ASD) to ask questions (i.e., teaching mands for information). A systematic search of databases, reference lists, and journals identified 21 studies that met predetermined inclusion criteria. Included studies were then summarized in terms of (a) participant characteristics, (b) dependent variables (e.g., types of question-asking skills that were taught), (c) intervention procedures, (d) research designs, and (e) outcomes. All 21 studies reported that participants acquired or improved in the targeted question-asking skills. The most common intervention components included (a) echoic prompts and systematic fading procedures (e.g., time delay), (b) positive reinforcement via provision of requested information and/or access to preferred items or activities, and (c) contriving situations to motivate specific questions (i.e., creating establishing operations). Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-7 (July 2013) . - p.866-878[article] Teaching individuals with autism spectrum disorder to ask questions: A systematic review [Texte imprimé et/ou numérique] / Tracy RAULSTON, Auteur ; Amarie CARNETT, Auteur ; Russell B. LANG, Auteur ; Amy TOSTANOSKI, Auteur ; Allyson LEE, Auteur ; Wendy MACHALICEK, Auteur ; Jeff SIGAFOOS, Auteur ; Mark F. O’REILLY, Auteur ; Robert DIDDEN, Auteur ; Giulio E. LANCIONI, Auteur . - p.866-878.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-7 (July 2013) . - p.866-878
Mots-clés : Autism Question Communication Review Behavioral intervention Index. décimale : PER Périodiques Résumé : This review involved a systematic search and analysis of studies aimed at teaching individuals with autism spectrum disorder (ASD) to ask questions (i.e., teaching mands for information). A systematic search of databases, reference lists, and journals identified 21 studies that met predetermined inclusion criteria. Included studies were then summarized in terms of (a) participant characteristics, (b) dependent variables (e.g., types of question-asking skills that were taught), (c) intervention procedures, (d) research designs, and (e) outcomes. All 21 studies reported that participants acquired or improved in the targeted question-asking skills. The most common intervention components included (a) echoic prompts and systematic fading procedures (e.g., time delay), (b) positive reinforcement via provision of requested information and/or access to preferred items or activities, and (c) contriving situations to motivate specific questions (i.e., creating establishing operations). Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199