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Détail de l'auteur
Auteur Julie L. THOMPSON |
Documents disponibles écrits par cet auteur (3)



Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder / Julie L. THOMPSON in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
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Titre : Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Julie L. THOMPSON, Auteur ; Joshua B. PLAVNICK, Auteur ; Lori E. SKIBBE, Auteur ; M. Y. Savana BAK, Auteur ; Paul DOHER, Auteur Article en page(s) : p.2132-2148 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Humans Learning Reading Students Early reading Headsprout® early reading Multi-tiered systems of support Technology-based instruction Index. décimale : PER Périodiques Résumé : We previously conducted a series of conceptual replications to parse out which-and to what degree-adaptations and individualized supports were needed for children to access and learn early reading skills using Headsprout®. Here we developed a systematic decision-making process for providing levels of support to individuals with autism who require additional instruction in order to access and/or advance through Headsprout®. Using a series of single-case AB, ABC, and multiple-baseline designs we examined strategies from our previous research and additional strategies iteratively developed during the study on six students with autism, all of whom demonstrated progression through Headsprout® and increased reading skills. We provide practical implications for teachers and suggestions to research these supports with other computer-based programs. En ligne : http://dx.doi.org/10.1007/s10803-021-05072-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2132-2148[article] Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Julie L. THOMPSON, Auteur ; Joshua B. PLAVNICK, Auteur ; Lori E. SKIBBE, Auteur ; M. Y. Savana BAK, Auteur ; Paul DOHER, Auteur . - p.2132-2148.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2132-2148
Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Humans Learning Reading Students Early reading Headsprout® early reading Multi-tiered systems of support Technology-based instruction Index. décimale : PER Périodiques Résumé : We previously conducted a series of conceptual replications to parse out which-and to what degree-adaptations and individualized supports were needed for children to access and learn early reading skills using Headsprout®. Here we developed a systematic decision-making process for providing levels of support to individuals with autism who require additional instruction in order to access and/or advance through Headsprout®. Using a series of single-case AB, ABC, and multiple-baseline designs we examined strategies from our previous research and additional strategies iteratively developed during the study on six students with autism, all of whom demonstrated progression through Headsprout® and increased reading skills. We provide practical implications for teachers and suggestions to research these supports with other computer-based programs. En ligne : http://dx.doi.org/10.1007/s10803-021-05072-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility / Colleen K. REUTEBUCH in Research in Autism Spectrum Disorders, 57 (January 2019)
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Titre : Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility Type de document : Texte imprimé et/ou numérique Auteurs : Colleen K. REUTEBUCH, Auteur ; Garrett J. ROBERTS, Auteur ; Julie L. THOMPSON, Auteur ; Farah EL ZEIN, Auteur ; Min MIZE, Auteur ; Aron N. WEINBERG, Auteur ; Christy R. AUSTIN, Auteur ; Alex FORBIS, Auteur ; Kim RODRIGUEZ, Auteur Article en page(s) : p.105-119 Langues : Anglais (eng) Mots-clés : ASD Feasibility Academic achievement Reading comprehension intervention/treatment High school Index. décimale : PER Périodiques Résumé : Background We explored the potential benefits, possible challenges, and further considerations of two proposed academic interventions under development. These interventions target the reading comprehension of adolescents with autism spectrum disorder (ASD). These interventions were part of a comprehensive treatment package proposed to improve postsecondary outcomes for those with ASD transitioning to college, vocational training, and careers. Our purpose was to examine the reading comprehension treatments from the perspective of multiple stakeholders from whom buy-in is needed if treatments are to be used with confidence and fidelity. We aimed to better understand and address the issues that may limit the feasibility of implementation and thus treatment integrity and outcomes of our treatments prior to piloting them in typical high school settings. Method We conducted six focus groups across two states. The 39 participants included family members of adolescents with ASD, school instructional and support staff members, and school and district administrators. The questions were semi-structured and open ended. A multistep, team-based approach was used to analyze focus group data. Results We report on three major themes with supporting subthemes. Stakeholders affirmed the need for and value of the proposed academic component. However, they were unsure that the reading interventions would prove beneficial without the proper supports, understanding of ASD in place, and further enhancements. Conclusions This study highlights the complexities of designing treatments for students with ASD across the spectrum. Stakeholder feedback is relevant and offers those designing and conducting school-based treatments considerations regarding issues of social validity and quality of life that can enhance or detract from treatment integrity and sustainability of the intervention. A rationale for gathering and using stakeholder feedback is provided to drive research design and implementation, along with recommendations for future research endeavors. En ligne : https://doi.org/10.1016/j.rasd.2018.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371
in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.105-119[article] Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility [Texte imprimé et/ou numérique] / Colleen K. REUTEBUCH, Auteur ; Garrett J. ROBERTS, Auteur ; Julie L. THOMPSON, Auteur ; Farah EL ZEIN, Auteur ; Min MIZE, Auteur ; Aron N. WEINBERG, Auteur ; Christy R. AUSTIN, Auteur ; Alex FORBIS, Auteur ; Kim RODRIGUEZ, Auteur . - p.105-119.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.105-119
Mots-clés : ASD Feasibility Academic achievement Reading comprehension intervention/treatment High school Index. décimale : PER Périodiques Résumé : Background We explored the potential benefits, possible challenges, and further considerations of two proposed academic interventions under development. These interventions target the reading comprehension of adolescents with autism spectrum disorder (ASD). These interventions were part of a comprehensive treatment package proposed to improve postsecondary outcomes for those with ASD transitioning to college, vocational training, and careers. Our purpose was to examine the reading comprehension treatments from the perspective of multiple stakeholders from whom buy-in is needed if treatments are to be used with confidence and fidelity. We aimed to better understand and address the issues that may limit the feasibility of implementation and thus treatment integrity and outcomes of our treatments prior to piloting them in typical high school settings. Method We conducted six focus groups across two states. The 39 participants included family members of adolescents with ASD, school instructional and support staff members, and school and district administrators. The questions were semi-structured and open ended. A multistep, team-based approach was used to analyze focus group data. Results We report on three major themes with supporting subthemes. Stakeholders affirmed the need for and value of the proposed academic component. However, they were unsure that the reading interventions would prove beneficial without the proper supports, understanding of ASD in place, and further enhancements. Conclusions This study highlights the complexities of designing treatments for students with ASD across the spectrum. Stakeholder feedback is relevant and offers those designing and conducting school-based treatments considerations regarding issues of social validity and quality of life that can enhance or detract from treatment integrity and sustainability of the intervention. A rationale for gathering and using stakeholder feedback is provided to drive research design and implementation, along with recommendations for future research endeavors. En ligne : https://doi.org/10.1016/j.rasd.2018.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder / Samuel L ODOM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
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Titre : Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; Julie L. THOMPSON, Auteur ; Susan HEDGES, Auteur ; Brian A. BOYD, Auteur ; Jessica R. DYKSTRA, Auteur ; Michelle A. DUDA, Auteur ; Kathrine L. SZIDON, Auteur ; Leann E. SMITH, Auteur ; Aimee BORD, Auteur Année de publication : 2015 Article en page(s) : p.3805-3819 Langues : Anglais (eng) Mots-clés : Technology Autism spectrum disorder Adolescents Natural settings Index. décimale : PER Périodiques Résumé : The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills. En ligne : http://dx.doi.org/10.1007/s10803-014-2320-6 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.3805-3819[article] Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; Julie L. THOMPSON, Auteur ; Susan HEDGES, Auteur ; Brian A. BOYD, Auteur ; Jessica R. DYKSTRA, Auteur ; Michelle A. DUDA, Auteur ; Kathrine L. SZIDON, Auteur ; Leann E. SMITH, Auteur ; Aimee BORD, Auteur . - 2015 . - p.3805-3819.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3805-3819
Mots-clés : Technology Autism spectrum disorder Adolescents Natural settings Index. décimale : PER Périodiques Résumé : The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills. En ligne : http://dx.doi.org/10.1007/s10803-014-2320-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273