Administrator views and knowledge of instructional practices for students with autism spectrum disorders / Barbara L. PAZEY in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1253-1268 Titre : Administrator views and knowledge of instructional practices for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Barbara L. PAZEY, Auteur ; Cindy GEVARTER, Auteur ; Jennifer HAMRICK, Auteur ; Laura ROJESKI, Auteur Article en page(s) : p.1253-1268 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Administrator knowledge and attitudes  ASD interventions  Instructional strategies Index. décimale : PER Périodiques Résumé : This paper contains a review of eight studies that examined the views and knowledge base of administrators regarding intervention and instructional methods for students with autism spectrum disorders (ASDs). Administrators’ views surrounding training and professional development in ASD instructional practices were also investigated. While administrators reported being knowledgeable about instructional practices, the need for a more formative evaluation of instructional knowledge combining self-report with observational methods of instructional knowledge was supported. Findings from the review point to added benefits to administrators when exposed to additional training in evidence-based practices for students with ASDs. Accordingly, administrators with a stronger knowledge of such practices may feel more prepared to act as instructional leaders. Research-to-practice gaps related to administrators’ views and beliefs about interventions, utility of methods for different age groups, and effective training and implementation of methods obtained through additional out-of-classroom training time were also supported. The small number of studies and limitations surrounding survey methodology employed in all studies warrants further research in this area. Suggestions for future descriptive and intervention-based research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Administrator views and knowledge of instructional practices for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Barbara L. PAZEY, Auteur ; Cindy GEVARTER, Auteur ; Jennifer HAMRICK, Auteur ; Laura ROJESKI, Auteur . - p.1253-1268. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1253-1268 Mots-clés : Autism spectrum disorders  Administrator knowledge and attitudes  ASD interventions  Instructional strategies Index. décimale : PER Périodiques Résumé : This paper contains a review of eight studies that examined the views and knowledge base of administrators regarding intervention and instructional methods for students with autism spectrum disorders (ASDs). Administrators’ views surrounding training and professional development in ASD instructional practices were also investigated. While administrators reported being knowledgeable about instructional practices, the need for a more formative evaluation of instructional knowledge combining self-report with observational methods of instructional knowledge was supported. Findings from the review point to added benefits to administrators when exposed to additional training in evidence-based practices for students with ASDs. Accordingly, administrators with a stronger knowledge of such practices may feel more prepared to act as instructional leaders. Research-to-practice gaps related to administrators’ views and beliefs about interventions, utility of methods for different age groups, and effective training and implementation of methods obtained through additional out-of-classroom training time were also supported. The small number of studies and limitations surrounding survey methodology employed in all studies warrants further research in this area. Suggestions for future descriptive and intervention-based research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Assistive Technology for People with Behavior Problems / Mark F. O’REILLY

Public ISBD in Assistive Technologies for People with Diverse Abilities / Giulio LANCIONI Titre : Assistive Technology for People with Behavior Problems Type de document : Texte imprimé et/ou numérique Auteurs : Mark F. O’REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Russell LANG, Auteur ; Olive HEALY, Auteur ; Nirbhay N. SINGH, Auteur ; Audrey SORRELLS, Auteur ; Soyeon KANG, Auteur ; Heather KOCH, Auteur ; Laura ROJESKI, Auteur ; Cindy GEVARTER, Auteur Année de publication : 2014 Importance : p.191-218 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 in Assistive Technologies for People with Diverse Abilities / Giulio LANCIONI Assistive Technology for People with Behavior Problems [Texte imprimé et/ou numérique] / Mark F. O’REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Russell LANG, Auteur ; Olive HEALY, Auteur ; Nirbhay N. SINGH, Auteur ; Audrey SORRELLS, Auteur ; Soyeon KANG, Auteur ; Heather KOCH, Auteur ; Laura ROJESKI, Auteur ; Cindy GEVARTER, Auteur . - 2014 . - p.191-218. 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

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Assistive Technology for Students with Visual Impairments and Blindness / Austin M. MULLOY

Public ISBD in Assistive Technologies for People with Diverse Abilities / Giulio LANCIONI Titre : Assistive Technology for Students with Visual Impairments and Blindness Type de document : Texte imprimé et/ou numérique Auteurs : Austin M. MULLOY, Auteur ; Cindy GEVARTER, Auteur ; Megan HOPKINS, Auteur ; Kevin S. SUTHERLAND, Auteur ; Sathiyaprakash T. RAMDOSS, Auteur Année de publication : 2014 Importance : p.113-156 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 in Assistive Technologies for People with Diverse Abilities / Giulio LANCIONI Assistive Technology for Students with Visual Impairments and Blindness [Texte imprimé et/ou numérique] / Austin M. MULLOY, Auteur ; Cindy GEVARTER, Auteur ; Megan HOPKINS, Auteur ; Kevin S. SUTHERLAND, Auteur ; Sathiyaprakash T. RAMDOSS, Auteur . - 2014 . - p.113-156. 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

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Comparing Acquisition of AAC-Based Mands in Three Young Children with Autism Spectrum Disorder Using iPad® Applications with Different Display and Design Elements / Cindy GEVARTER in Journal of Autism and Developmental Disorders, 44-10 (October 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2464-2474 Titre : Comparing Acquisition of AAC-Based Mands in Three Young Children with Autism Spectrum Disorder Using iPad® Applications with Different Display and Design Elements Type de document : Texte imprimé et/ou numérique Auteurs : Cindy GEVARTER, Auteur ; Mark F. O’REILLY, Auteur ; Laura ROJESKI, Auteur ; Nicolette SAMMARCO, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Russell LANG, Auteur Article en page(s) : p.2464-2474 Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication  Autism spectrum disorder  iPad®  Display  Comparative Index. décimale : PER Périodiques Résumé : Augmentative and alternative communication (AAC) applications may differ in their use of display and design elements. Using a multielement design, this study compared mand acquisition in three preschool-aged males with autism spectrum disorder, across three different displays in two iPad® AAC applications. Displays included a Widgit symbol button (GoTalk), a photographical hotspot (Scene and Heard), and a Widgit symbol button along with a photograph (Scene and Heard). Applications had additional design differences. Two participants showed more rapid and consistent acquisition with the photographical hotspot than with the symbol button format, but did not master the combined format. The third participant mastered all three conditions at comparable rates. Results suggest that AAC display and design elements may influence mand acquisition. En ligne : http://dx.doi.org/10.1007/s10803-014-2115-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 [article] Comparing Acquisition of AAC-Based Mands in Three Young Children with Autism Spectrum Disorder Using iPad® Applications with Different Display and Design Elements [Texte imprimé et/ou numérique] / Cindy GEVARTER, Auteur ; Mark F. O’REILLY, Auteur ; Laura ROJESKI, Auteur ; Nicolette SAMMARCO, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Russell LANG, Auteur . - p.2464-2474. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2464-2474 Mots-clés : Augmentative and alternative communication  Autism spectrum disorder  iPad®  Display  Comparative Index. décimale : PER Périodiques Résumé : Augmentative and alternative communication (AAC) applications may differ in their use of display and design elements. Using a multielement design, this study compared mand acquisition in three preschool-aged males with autism spectrum disorder, across three different displays in two iPad® AAC applications. Displays included a Widgit symbol button (GoTalk), a photographical hotspot (Scene and Heard), and a Widgit symbol button along with a photograph (Scene and Heard). Applications had additional design differences. Two participants showed more rapid and consistent acquisition with the photographical hotspot than with the symbol button format, but did not master the combined format. The third participant mastered all three conditions at comparable rates. Results suggest that AAC display and design elements may influence mand acquisition. En ligne : http://dx.doi.org/10.1007/s10803-014-2115-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240

Early Interventionists’ Knowledge of Evidence-Based Practices for Autism / Cindy GEVARTER in Focus on Autism and Other Developmental Disabilities, 37-4 (December 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.203-214 Titre : Early Interventionists’ Knowledge of Evidence-Based Practices for Autism Type de document : Texte imprimé et/ou numérique Auteurs : Cindy GEVARTER, Auteur ; Mariah G. SICILIANO, Auteur ; Erin STONE, Auteur Article en page(s) : p.203-214 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This online survey study examined early intervention providers? knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern U.S. state. The survey included both quantitative (i.e., rating and multiple-choice questions) and qualitative (open-ended) components. Survey sections included demographics, self-ratings of knowledge of evidence-based practices/self-reported training needs and barriers to working with children with ASD, and directly assessed knowledge of evidence-based practices. Findings support specific knowledge gaps and training needs (e.g., practices for addressing challenging behaviors, strategies for working with children with limited communication skills) and suggest developmental specialists who provided special instruction services may have greater training needs than speech-language pathologists. Findings have important implications for professional development and training programs for early intervention providers. En ligne : https://doi.org/10.1177/10883576221099895 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Early Interventionists’ Knowledge of Evidence-Based Practices for Autism [Texte imprimé et/ou numérique] / Cindy GEVARTER, Auteur ; Mariah G. SICILIANO, Auteur ; Erin STONE, Auteur . - p.203-214. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.203-214 Index. décimale : PER Périodiques Résumé : This online survey study examined early intervention providers? knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern U.S. state. The survey included both quantitative (i.e., rating and multiple-choice questions) and qualitative (open-ended) components. Survey sections included demographics, self-ratings of knowledge of evidence-based practices/self-reported training needs and barriers to working with children with ASD, and directly assessed knowledge of evidence-based practices. Findings support specific knowledge gaps and training needs (e.g., practices for addressing challenging behaviors, strategies for working with children with limited communication skills) and suggest developmental specialists who provided special instruction services may have greater training needs than speech-language pathologists. Findings have important implications for professional development and training programs for early intervention providers. En ligne : https://doi.org/10.1177/10883576221099895 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings / Laci WATKINS in Journal of Autism and Developmental Disorders, 45-4 (April 2015)  

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