An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 30-2 (June 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.86-99 Titre : An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Charles L. WOOD, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Christopher P. O’BRIEN, Auteur Article en page(s) : p.86-99 Langues : Anglais (eng) Mots-clés : supported electronic text  digital text  teaching science content  universal design for learning  explicit instruction  ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article. En ligne : http://dx.doi.org/10.1177/1088357614559214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Charles L. WOOD, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Christopher P. O’BRIEN, Auteur . - p.86-99. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.86-99 Mots-clés : supported electronic text  digital text  teaching science content  universal design for learning  explicit instruction  ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article. En ligne : http://dx.doi.org/10.1177/1088357614559214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

A Comprehensive Literature Review of Comprehension Strategies in Core Content Areas for Students with Autism Spectrum Disorder / Victoria F. KNIGHT in Journal of Autism and Developmental Disorders, 45-5 (May 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1213-1229 Titre : A Comprehensive Literature Review of Comprehension Strategies in Core Content Areas for Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Emily SARTINI, Auteur Article en page(s) : p.1213-1229 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Evidence-based practice  Content areas  Comprehension  Math  ELA  Science Index. décimale : PER Périodiques Résumé : Understanding text can increase access to educational, vocational, and recreational activities for individuals with autism spectrum disorder (ASD); however, limited research has been conducted investigating instructional practices to remediate or compensate for these comprehension challenges. The current comprehensive literature review expanded previous reviews and evaluated research quality using Reichow (Evidence-based practices and treatments for children with autism, pp 25–39. doi:10.1007/978-1-4419-6975-0_2, 2011) criteria for identifying evidence-based practices. Three questions guided the review: (a) Which approaches to comprehension instruction have been investigated for students with ASD?; (b) Have there been a sufficient number of acceptable studies using a particular strategy to qualify as an evidence-based practice for teaching comprehension across the content areas?; and (c) What can educators learn from the analysis of high quality studies? Of the 23 studies included in the review, only 13 achieved high or adequate ratings. Results of the review suggest that both response-prompting procedures (e.g., model-lead-test, time delay, system of least prompts,) and visual supports (e.g., procedural facilitators) can increase comprehension skills in content areas of ELA, math, and science. Authors conclude with a discussion of (a) research-based examples of how to use effective approaches, (b) implications for practitioners, and (c) limitations and future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2280-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] A Comprehensive Literature Review of Comprehension Strategies in Core Content Areas for Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Emily SARTINI, Auteur . - p.1213-1229. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1213-1229 Mots-clés : Autism spectrum disorder  Evidence-based practice  Content areas  Comprehension  Math  ELA  Science Index. décimale : PER Périodiques Résumé : Understanding text can increase access to educational, vocational, and recreational activities for individuals with autism spectrum disorder (ASD); however, limited research has been conducted investigating instructional practices to remediate or compensate for these comprehension challenges. The current comprehensive literature review expanded previous reviews and evaluated research quality using Reichow (Evidence-based practices and treatments for children with autism, pp 25–39. doi:10.1007/978-1-4419-6975-0_2, 2011) criteria for identifying evidence-based practices. Three questions guided the review: (a) Which approaches to comprehension instruction have been investigated for students with ASD?; (b) Have there been a sufficient number of acceptable studies using a particular strategy to qualify as an evidence-based practice for teaching comprehension across the content areas?; and (c) What can educators learn from the analysis of high quality studies? Of the 23 studies included in the review, only 13 achieved high or adequate ratings. Results of the review suggest that both response-prompting procedures (e.g., model-lead-test, time delay, system of least prompts,) and visual supports (e.g., procedural facilitators) can increase comprehension skills in content areas of ELA, math, and science. Authors conclude with a discussion of (a) research-based examples of how to use effective approaches, (b) implications for practitioners, and (c) limitations and future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2280-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings / Eun Young KWON in Journal of Autism and Developmental Disorders, 53-5 (May 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1915-1929 Titre : Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings Type de document : Texte imprimé et/ou numérique Auteurs : Eun Young KWON, Auteur ; Joanna E. CANNON, Auteur ; Victoria F. KNIGHT, Auteur ; Sterett H. MERCER, Auteur ; Caroline GUARDINO, Auteur Article en page(s) : p.1915-1929 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : d/Deaf or hard of hearing (d/Dhh) students with autism spectrum disorder (ASD) may require specific approaches to promote social inclusion. The purpose of this study was to investigate the effects of reading social stories with American Sign Language vocabulary to students who are d/Dhh with ASD (d/Dhh-ASD) and their peers in inclusive settings, using a non-concurrent multiple baseline design across participants. To examine the effectiveness of the intervention, the frequency of four communicative social behaviors and the duration of social engagement with peers were recorded for each participant during lunchtime and recess. The results did not show an immediate effect across all participants. Implications for promoting social inclusion for students who are d/Dhh-ASD in general education classrooms are discussed. En ligne : https://doi.org/10.1007/s10803-022-05430-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings [Texte imprimé et/ou numérique] / Eun Young KWON, Auteur ; Joanna E. CANNON, Auteur ; Victoria F. KNIGHT, Auteur ; Sterett H. MERCER, Auteur ; Caroline GUARDINO, Auteur . - p.1915-1929. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1915-1929 Index. décimale : PER Périodiques Résumé : d/Deaf or hard of hearing (d/Dhh) students with autism spectrum disorder (ASD) may require specific approaches to promote social inclusion. The purpose of this study was to investigate the effects of reading social stories with American Sign Language vocabulary to students who are d/Dhh with ASD (d/Dhh-ASD) and their peers in inclusive settings, using a non-concurrent multiple baseline design across participants. To examine the effectiveness of the intervention, the frequency of four communicative social behaviors and the duration of social engagement with peers were recorded for each participant during lunchtime and recess. The results did not show an immediate effect across all participants. Implications for promoting social inclusion for students who are d/Dhh-ASD in general education classrooms are discussed. En ligne : https://doi.org/10.1007/s10803-022-05430-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.227-236 Titre : Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Carey E. CREECH-GALLOWAY, Auteur ; Jennifer M. KARL, Auteur ; Belva C. COLLINS, Auteur Année de publication : 2018 Article en page(s) : p.227-236 Langues : Anglais (eng) Mots-clés : supported electronic text  eText  digital text  teaching science content  explicit instruction  intellectual disability Index. décimale : PER Périodiques Résumé : Preliminary research shows promise for the use of supported electronic text (eText) combined with explicit instruction in facilitating comprehension for students with intellectual disability. Researchers used a multiple probe across participants design to evaluate effects of supported eText including explicit instruction on measures of vocabulary, literal comprehension, and application questions of four high school students with moderate intellectual disability. Authors found a functional relation between supported eText using embedded, explicit instructional supports (i.e., animated coaches to deliver the model-lead-test procedure and use of examples and nonexamples) and the number of correct responses on the probe. In addition, students generalized to untrained exemplars, and social validity indicated the program as practical and useful. En ligne : http://dx.doi.org/10.1177/1088357617696273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Carey E. CREECH-GALLOWAY, Auteur ; Jennifer M. KARL, Auteur ; Belva C. COLLINS, Auteur . - 2018 . - p.227-236. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.227-236 Mots-clés : supported electronic text  eText  digital text  teaching science content  explicit instruction  intellectual disability Index. décimale : PER Périodiques Résumé : Preliminary research shows promise for the use of supported electronic text (eText) combined with explicit instruction in facilitating comprehension for students with intellectual disability. Researchers used a multiple probe across participants design to evaluate effects of supported eText including explicit instruction on measures of vocabulary, literal comprehension, and application questions of four high school students with moderate intellectual disability. Authors found a functional relation between supported eText using embedded, explicit instructional supports (i.e., animated coaches to deliver the model-lead-test procedure and use of examples and nonexamples) and the number of correct responses on the probe. In addition, students generalized to untrained exemplars, and social validity indicated the program as practical and useful. En ligne : http://dx.doi.org/10.1177/1088357617696273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas / Emily SARTINI in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.150-159 Titre : Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas Type de document : Texte imprimé et/ou numérique Auteurs : Emily SARTINI, Auteur ; Victoria F. KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur Article en page(s) : p.150-159 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : As increasing literature emerges to address text comprehension deficits for students with autism spectrum disorder (ASD), educators often struggle to design interventions resulting in successful generalization of comprehension skills. This evaluative review of literature explored the inclusion of and methods used in generalization of text comprehension research for students with ASD. Authors examined 32 studies across content areas (e.g., English language arts [ELA], math, science) to investigate the following questions: (a) To what extent is generalization addressed across content areas for students with ASD? (b) How did the studies program for generalization? (c) What conclusions can be inferred about effective generalization methods? and (d) Can quality indicators be recommended for generalization methods for text comprehension? Recommendations for quality indicators for generalization measures and strategies are suggested based on the findings from the current review. Implications for future research and instructional practice are also discussed. En ligne : https://doi.org/10.1177/1088357617735815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas [Texte imprimé et/ou numérique] / Emily SARTINI, Auteur ; Victoria F. KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur . - p.150-159. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.150-159 Index. décimale : PER Périodiques Résumé : As increasing literature emerges to address text comprehension deficits for students with autism spectrum disorder (ASD), educators often struggle to design interventions resulting in successful generalization of comprehension skills. This evaluative review of literature explored the inclusion of and methods used in generalization of text comprehension research for students with ASD. Authors examined 32 studies across content areas (e.g., English language arts [ELA], math, science) to investigate the following questions: (a) To what extent is generalization addressed across content areas for students with ASD? (b) How did the studies program for generalization? (c) What conclusions can be inferred about effective generalization methods? and (d) Can quality indicators be recommended for generalization methods for text comprehension? Recommendations for quality indicators for generalization measures and strategies are suggested based on the findings from the current review. Implications for future research and instructional practice are also discussed. En ligne : https://doi.org/10.1177/1088357617735815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

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A review of video modeling to teach STEM to students with autism and intellectual disability / John C. WRIGHT in Research in Autism Spectrum Disorders, 70 (February 2020)  

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Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)  

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Using Video Models to Teach Students With Disabilities to Play the Wii / Lauren A. SHERROW in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)  

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Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD / Amy D. SPRIGGS in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

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