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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101529 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 [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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.157-178 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 [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 of Self-Instructional Behaviors to Perform Exercise Routines for Elementary Students With Intellectual Disability / Sally B. SHEPLEY ; Amy D. SPRIGGS ; Mark Samudre ; Kai M. O?Neill in Focus on Autism and Other Developmental Disabilities, 40-1 (March 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.15-27 Titre : Generalization of Self-Instructional Behaviors to Perform Exercise Routines for Elementary Students With Intellectual Disability : Focus on Autism and Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Sally B. SHEPLEY, Auteur ; Amy D. SPRIGGS, Auteur ; Mark Samudre, Auteur ; Kai M. O?Neill, Auteur Article en page(s) : p.15-27 Mots-clés : generalization  self-instruction  video activity schedules Index. décimale : PER Périodiques Résumé : Exercise is necessary for healthy living, yet individuals with intellectual disability (ID) remain strikingly inactive compared with nondisabled peers. To improve this outcome, individuals with ID can exercise independently by self-instructing. Self-instruction is considered a pivotal skill once it generalizes to untrained stimuli. This study used a multiple probe across participants design to simultaneously evaluate the effects of progressive time delay (PTD) on the acquisition of self-instructional behaviors to perform exercise routines and the generalization of these behaviors for four U.S. elementary students with ID. Generalization was programmed by implementing PTD procedures with two different workout schedules while simultaneously and continuously probing two other workout schedules until mastery. Three of the four participants acquired self-instructional behaviors with their target schedules and generalized these behaviors to two novel schedules resulting in independent performance of 36 untrained exercise behaviors. Results and discussions pertaining to generalization evaluation within single-case designs are described. En ligne : https://dx.doi.org/10.1177/10883576241268125 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Generalization of Self-Instructional Behaviors to Perform Exercise Routines for Elementary Students With Intellectual Disability : Focus on Autism and Other Developmental Disabilities [Texte imprimé et/ou numérique] / Sally B. SHEPLEY, Auteur ; Amy D. SPRIGGS, Auteur ; Mark Samudre, Auteur ; Kai M. O?Neill, Auteur . - p.15-27. in Focus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.15-27 Mots-clés : generalization  self-instruction  video activity schedules Index. décimale : PER Périodiques Résumé : Exercise is necessary for healthy living, yet individuals with intellectual disability (ID) remain strikingly inactive compared with nondisabled peers. To improve this outcome, individuals with ID can exercise independently by self-instructing. Self-instruction is considered a pivotal skill once it generalizes to untrained stimuli. This study used a multiple probe across participants design to simultaneously evaluate the effects of progressive time delay (PTD) on the acquisition of self-instructional behaviors to perform exercise routines and the generalization of these behaviors for four U.S. elementary students with ID. Generalization was programmed by implementing PTD procedures with two different workout schedules while simultaneously and continuously probing two other workout schedules until mastery. Three of the four participants acquired self-instructional behaviors with their target schedules and generalized these behaviors to two novel schedules resulting in independent performance of 36 untrained exercise behaviors. Results and discussions pertaining to generalization evaluation within single-case designs are described. En ligne : https://dx.doi.org/10.1177/10883576241268125 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

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

A systematic review of weighted vests with individuals with autism spectrum disorder / Christopher J. TAYLOR in Research in Autism Spectrum Disorders, 37 (May 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 37 (May 2017) . - p.49-60 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 [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)  

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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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