Augmentative and Alternative Communication and Speech Production for Individuals with ASD: A Systematic Review / E. N. WHITE in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4199-4212 Titre : Augmentative and Alternative Communication and Speech Production for Individuals with ASD: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : E. N. WHITE, Auteur ; Kevin M. AYRES, Auteur ; S. K. SNYDER, Auteur ; R. R. CAGLIANI, Auteur ; J. R. LEDFORD, Auteur Article en page(s) : p.4199-4212 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Communication  Communication Aids for Disabled  Humans  Speech  Speech-Language Pathology  Augmentative and alternative communication  Autism spectrum disorder  Speech production Index. décimale : PER Périodiques Résumé : This review evaluated the effects of augmentative and alternative communication (AAC) on speech development in children with autism spectrum disorders (ASD); replicated, updated, and extended the systematic review by Schlosser and Wendt (American Journal of Speech-Language Pathology 17:212-230, 2008). Twenty-five single case design articles and three group design articles published between 1975 and May 2020 met inclusion criteria related to participant characteristics, intervention type, design, and visual analysis of dependent variable outcomes. Overall, AAC resulted in improved speech production; however, speech gains that did occur did not surpass AAC use. En ligne : http://dx.doi.org/10.1007/s10803-021-04868-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Augmentative and Alternative Communication and Speech Production for Individuals with ASD: A Systematic Review [Texte imprimé et/ou numérique] / E. N. WHITE, Auteur ; Kevin M. AYRES, Auteur ; S. K. SNYDER, Auteur ; R. R. CAGLIANI, Auteur ; J. R. LEDFORD, Auteur . - p.4199-4212. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4199-4212 Mots-clés : Autism Spectrum Disorder  Child  Communication  Communication Aids for Disabled  Humans  Speech  Speech-Language Pathology  Augmentative and alternative communication  Autism spectrum disorder  Speech production Index. décimale : PER Périodiques Résumé : This review evaluated the effects of augmentative and alternative communication (AAC) on speech development in children with autism spectrum disorders (ASD); replicated, updated, and extended the systematic review by Schlosser and Wendt (American Journal of Speech-Language Pathology 17:212-230, 2008). Twenty-five single case design articles and three group design articles published between 1975 and May 2020 met inclusion criteria related to participant characteristics, intervention type, design, and visual analysis of dependent variable outcomes. Overall, AAC resulted in improved speech production; however, speech gains that did occur did not surpass AAC use. En ligne : http://dx.doi.org/10.1007/s10803-021-04868-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

A Comparative Study: Completion of Fine Motor Office Related Tasks by High School Students with Autism Using Video Models on Large and Small Screen Sizes / Linda C. MECHLING in Journal of Autism and Developmental Disorders, 42-11 (November 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2364-2373 Titre : A Comparative Study: Completion of Fine Motor Office Related Tasks by High School Students with Autism Using Video Models on Large and Small Screen Sizes Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MECHLING, Auteur ; Kevin M. AYRES, Auteur Article en page(s) : p.2364-2373 Langues : Anglais (eng) Mots-clés : Personal digital assistant  Video modeling  Autism  Screen size comparison Index. décimale : PER Périodiques Résumé : The purpose of this investigation was to compare fine motor task completion when using video models presented on a smaller screen size (Personal Digital Assistant) compared to a larger laptop screen size. The investigation included four high school students with autism spectrum disorders and mild to moderate intellectual disabilities and used an adapted alternating treatments design with baseline, extended baseline, comparison, and final treatment conditions. Results showed that although independent completion of fine motor office related tasks increased under both procedures, use of video models on the larger screen resulted in a higher percentage of correct responses across all four students. En ligne : http://dx.doi.org/10.1007/s10803-012-1484-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183 [article] A Comparative Study: Completion of Fine Motor Office Related Tasks by High School Students with Autism Using Video Models on Large and Small Screen Sizes [Texte imprimé et/ou numérique] / Linda C. MECHLING, Auteur ; Kevin M. AYRES, Auteur . - p.2364-2373. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2364-2373 Mots-clés : Personal digital assistant  Video modeling  Autism  Screen size comparison Index. décimale : PER Périodiques Résumé : The purpose of this investigation was to compare fine motor task completion when using video models presented on a smaller screen size (Personal Digital Assistant) compared to a larger laptop screen size. The investigation included four high school students with autism spectrum disorders and mild to moderate intellectual disabilities and used an adapted alternating treatments design with baseline, extended baseline, comparison, and final treatment conditions. Results showed that although independent completion of fine motor office related tasks increased under both procedures, use of video models on the larger screen resulted in a higher percentage of correct responses across all four students. En ligne : http://dx.doi.org/10.1007/s10803-012-1484-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183

Comparing pictorial and video-modeling activity schedules during transitions for students with autism spectrum disorders / David F. CIHAK in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.763-771 Titre : Comparing pictorial and video-modeling activity schedules during transitions for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : David F. CIHAK, Auteur ; Kevin M. AYRES, Auteur Année de publication : 2010 Article en page(s) : p.763-771 Langues : Anglais (eng) Mots-clés : Autism Picture-prompts Video-modeling Transitions Schedules Index. décimale : PER Périodiques Résumé : This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules, one reach criteria slightly faster progress with the video based schedule, and the last participant reach criteria at the same rate using either schedule. The positive outcomes for both interventions are discussed in the context of practitioners’ need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Comparing pictorial and video-modeling activity schedules during transitions for students with autism spectrum disorders [Texte imprimé et/ou numérique] / David F. CIHAK, Auteur ; Kevin M. AYRES, Auteur . - 2010 . - p.763-771. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.763-771 Mots-clés : Autism Picture-prompts Video-modeling Transitions Schedules Index. décimale : PER Périodiques Résumé : This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules, one reach criteria slightly faster progress with the video based schedule, and the last participant reach criteria at the same rate using either schedule. The positive outcomes for both interventions are discussed in the context of practitioners’ need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Evaluation of Generalized Performance Across Materials When Using Video Technology by Students With Autism Spectrum Disorder and Moderate Intellectual Disability / Linda C. MECHLING in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.208-221 Titre : Evaluation of Generalized Performance Across Materials When Using Video Technology by Students With Autism Spectrum Disorder and Moderate Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MECHLING, Auteur ; Kevin M. AYRES, Auteur ; Ashley L. FOSTER, Auteur ; Kathryn J. BRYANT, Auteur Article en page(s) : p.208-221 Langues : Anglais (eng) Mots-clés : video modeling  generalization  autism spectrum disorders  moderate intellectual disability Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the ability of four high school–aged students with a diagnosis of autism spectrum disorder and moderate intellectual disability to generalize performance of skills when using materials different from those presented through video models. An adapted alternating treatments design was used to evaluate student performance when using materials depicted directly in the custom-made video programs compared with materials different from those depicted in the custom-made video programs. Results indicated that overall, students committed more errors and required more sessions to reach criteria when using the generalized materials; however, three of the four students completed tasks under Comparisons 1 and 2 with 100% accuracy when using materials that differed from those in the video model. En ligne : http://dx.doi.org/10.1177/1088357614528795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Evaluation of Generalized Performance Across Materials When Using Video Technology by Students With Autism Spectrum Disorder and Moderate Intellectual Disability [Texte imprimé et/ou numérique] / Linda C. MECHLING, Auteur ; Kevin M. AYRES, Auteur ; Ashley L. FOSTER, Auteur ; Kathryn J. BRYANT, Auteur . - p.208-221. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.208-221 Mots-clés : video modeling  generalization  autism spectrum disorders  moderate intellectual disability Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the ability of four high school–aged students with a diagnosis of autism spectrum disorder and moderate intellectual disability to generalize performance of skills when using materials different from those presented through video models. An adapted alternating treatments design was used to evaluate student performance when using materials depicted directly in the custom-made video programs compared with materials different from those depicted in the custom-made video programs. Results indicated that overall, students committed more errors and required more sessions to reach criteria when using the generalized materials; however, three of the four students completed tasks under Comparisons 1 and 2 with 100% accuracy when using materials that differed from those in the video model. En ligne : http://dx.doi.org/10.1177/1088357614528795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

From the New Editors / Alisa LOWREY in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.3 Titre : From the New Editors Type de document : Texte imprimé et/ou numérique Auteurs : Alisa LOWREY, Auteur ; Kevin M. AYRES, Auteur Article en page(s) : p.3 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357613477835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] From the New Editors [Texte imprimé et/ou numérique] / Alisa LOWREY, Auteur ; Kevin M. AYRES, Auteur . - p.3. in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.3 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357613477835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Functional Communication Training Including Discrimination and Tolerance to Denial for Elementary Age Students With Autism / Jessica L. HERROD ; Erinn E. WHITESIDE ; Kevin M. AYRES in Focus on Autism and Other Developmental Disabilities, 39-3 (September 2024)  

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Observational and Incidental Learning by Children with Autism during Small Group Instruction / Jennifer R. LEDFORD in Journal of Autism and Developmental Disorders, 38-1 (January 2008)  

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Self-Instruction Using Mobile Technology to Learn Functional Skills / Katie A. SMITH in Research in Autism Spectrum Disorders, 11 (March 2015)  

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The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions / Cari DUTTLINGER in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

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The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder / Ashley H. DUBIN in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)  

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The Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students With Autism and Severe to Profound Intellectual Disabilities / Amy L. COX in Focus on Autism and Other Developmental Disabilities, 24-1 (March 2009)  

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The Evidence Base for Interventions for Individuals With ASD: A Call to Improve Practice Conceptualization and Synthesis / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)  

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Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism / Jennifer L. ALEXANDER in Research in Autism Spectrum Disorders, 7-11 (November 2013)  

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