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Détail de l'auteur
Auteur Kendra SMITH-WEHR |
Documents disponibles écrits par cet auteur (1)
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The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability / Robert PENNINGTON in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)
[article]
Titre : The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Robert PENNINGTON, Auteur ; Allison FLICK, Auteur ; Kendra SMITH-WEHR, Auteur Article en page(s) : p.142-149 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants. En ligne : https://doi.org/10.1177/1088357616673568 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.142-149[article] The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability [Texte imprimé et/ou numérique] / Robert PENNINGTON, Auteur ; Allison FLICK, Auteur ; Kendra SMITH-WEHR, Auteur . - p.142-149.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.142-149
Index. décimale : PER Périodiques Résumé : In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants. En ligne : https://doi.org/10.1177/1088357616673568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367