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Auteur Amy D. SPRIGGS |
Documents disponibles écrits par cet auteur (7)
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Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder / Emily C. SARTINI in Research in Autism Spectrum Disorders, 72 (April 2020)
[article]
Titre : Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. SARTINI, Auteur ; Victoria KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur Article en page(s) : p.101529 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Text comprehension Self-directed video Academic instruction Elementary school ELA Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101529[article] Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder [Texte imprimé et/ou numérique] / Emily C. SARTINI, Auteur ; Victoria KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur . - p.101529.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101529
Mots-clés : Autism spectrum disorder Text comprehension Self-directed video Academic instruction Elementary school ELA Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders / Victoria KNIGHT in Journal of Autism and Developmental Disorders, 45-1 (January 2015)
[article]
Titre : Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Victoria KNIGHT, Auteur ; Emily SARTINI, Auteur ; Amy D. SPRIGGS, Auteur Article en page(s) : p.157-178 Langues : Anglais (eng) Mots-clés : Visual activity schedules Evidence-based practices Autism spectrum disorder Index. décimale : PER Périodiques Résumé : A comprehensive review of the literature was conducted for articles published between 1993 and 2013 to evaluate the quality of the Visual Activity Schedules (VAS) literature using current evidence-based criteria developed by Horner et al. (Except Child 71:165–179, 2005). Authors sought to determine whether VAS can be considered an evidence-based practice by expanding on the findings from previous reviews. A total of 31 studies met inclusion criteria for the use of VAS to various behaviors to students with autism spectrum disorder (ASD). Of these studies, 16 met criteria for acceptable quality. Results suggest that VAS can be considered an EBP for individuals with ASD, especially when used in combination with systematic instructional procedures. VAS can be used to increase, maintain, and generalize a range of skills of individuals from preschool through adulthood in a variety of settings (e.g., general education, community). Implications for practitioners using VAS, limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2201-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.157-178[article] Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Victoria KNIGHT, Auteur ; Emily SARTINI, Auteur ; Amy D. SPRIGGS, Auteur . - p.157-178.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.157-178
Mots-clés : Visual activity schedules Evidence-based practices Autism spectrum disorder Index. décimale : PER Périodiques Résumé : A comprehensive review of the literature was conducted for articles published between 1993 and 2013 to evaluate the quality of the Visual Activity Schedules (VAS) literature using current evidence-based criteria developed by Horner et al. (Except Child 71:165–179, 2005). Authors sought to determine whether VAS can be considered an evidence-based practice by expanding on the findings from previous reviews. A total of 31 studies met inclusion criteria for the use of VAS to various behaviors to students with autism spectrum disorder (ASD). Of these studies, 16 met criteria for acceptable quality. Results suggest that VAS can be considered an EBP for individuals with ASD, especially when used in combination with systematic instructional procedures. VAS can be used to increase, maintain, and generalize a range of skills of individuals from preschool through adulthood in a variety of settings (e.g., general education, community). Implications for practitioners using VAS, limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2201-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 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)
[article]
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
in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.150-159[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 A systematic review of weighted vests with individuals with autism spectrum disorder / Christopher J. TAYLOR in Research in Autism Spectrum Disorders, 37 (May 2017)
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Titre : A systematic review of weighted vests with individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christopher J. TAYLOR, Auteur ; Amy D. SPRIGGS, Auteur ; Melinda JONES AULT, Auteur ; Sara FLANAGAN, Auteur ; Emily C. SARTINI, Auteur Article en page(s) : p.49-60 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder ASD Weighted vests Evidence-based practice Index. décimale : PER Périodiques Résumé : Abstract The purpose of the study was to evaluate the current literature on the use of weighted vests (WV) with individuals with autism spectrum disorder (ASD). A literature review using the standards recommended by the What Works Clearinghouse was conducted. The studies included in the review met the following criteria: (a) use of a single case research design; (b) inclusion of at least one individual with ASD; (c) examination of the effects of WV on a particular dependent variable; and (d) publication in English in a peer-refereed journal in the past 25 years. The results of the review show that the use of WV with individuals with ASD is not an evidence-based practice. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305
in Research in Autism Spectrum Disorders > 37 (May 2017) . - p.49-60[article] A systematic review of weighted vests with individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Christopher J. TAYLOR, Auteur ; Amy D. SPRIGGS, Auteur ; Melinda JONES AULT, Auteur ; Sara FLANAGAN, Auteur ; Emily C. SARTINI, Auteur . - p.49-60.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 37 (May 2017) . - p.49-60
Mots-clés : Autism spectrum disorder ASD Weighted vests Evidence-based practice Index. décimale : PER Périodiques Résumé : Abstract The purpose of the study was to evaluate the current literature on the use of weighted vests (WV) with individuals with autism spectrum disorder (ASD). A literature review using the standards recommended by the What Works Clearinghouse was conducted. The studies included in the review met the following criteria: (a) use of a single case research design; (b) inclusion of at least one individual with ASD; (c) examination of the effects of WV on a particular dependent variable; and (d) publication in English in a peer-refereed journal in the past 25 years. The results of the review show that the use of WV with individuals with ASD is not an evidence-based practice. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD / Amy D. SPRIGGS in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
[article]
Titre : Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Amy D. SPRIGGS, Auteur ; Victoria KNIGHT, Auteur ; Lauren SHERROW, Auteur Année de publication : 2015 Article en page(s) : p.3846-3861 Langues : Anglais (eng) Mots-clés : Modèles vidéo Technologie Visual activity schedules Video models Autism Independence Index. décimale : PER Périodiques Résumé : Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed. En ligne : http://dx.doi.org/10.1007/s10803-014-2315-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3846-3861[article] Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD [Texte imprimé et/ou numérique] / Amy D. SPRIGGS, Auteur ; Victoria KNIGHT, Auteur ; Lauren SHERROW, Auteur . - 2015 . - p.3846-3861.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3846-3861
Mots-clés : Modèles vidéo Technologie Visual activity schedules Video models Autism Independence Index. décimale : PER Périodiques Résumé : Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed. En ligne : http://dx.doi.org/10.1007/s10803-014-2315-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 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)
PermalinkVideo 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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