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Détail de l'auteur
Auteur Ann M. SAM |
Documents disponibles écrits par cet auteur (11)



Titre : Curriculum Balance: Access to Academic Learning and the Therapeutic Curriculum Type de document : Texte imprimé et/ou numérique Auteurs : Whitney GRIFFIN, Auteur ; Kara HUME, Auteur ; Ann M. SAM, Auteur Année de publication : 2019 Importance : p.219-235 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Curriculum Balance: Access to Academic Learning and the Therapeutic Curriculum [Texte imprimé et/ou numérique] / Whitney GRIFFIN, Auteur ; Kara HUME, Auteur ; Ann M. SAM, Auteur . - 2019 . - p.219-235.
Langues : Anglais (eng)
Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM / Ann M. SAM in Journal of Autism and Developmental Disorders, 50-6 (June 2020)
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Titre : Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM Type de document : Texte imprimé et/ou numérique Auteurs : Ann M. SAM, Auteur ; Ann W. COX, Auteur ; Melissa N. SAVAGE, Auteur ; Victoria WATERS, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.1931-1940 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Children Evidence-based practice Youth Index. décimale : PER Périodiques Résumé : Comprehensive reviews of the research literature have identified that focused intervention practices for children and youth with autism spectrum disorder have evidence of producing positive developmental and learning outcomes. The Autism Focused Intervention Resources and Modules (AFIRM) project has translated evidence-based practices identified by Wong et al. (Journal of Autism and Developmental Disorders 45(7):1951-1966, 2015) into online learning modules. The purpose of this paper is to describe (1) the process for translating the research literature into practical information that practitioners can use, (2) its dissemination through a freely accessible website, (3) the use of the modules by over 64,500 users located in the United States and abroad, (4) knowledge gained as a result of completing the modules, and (5) consumers' evaluations of modules usefulness and relevance. En ligne : http://dx.doi.org/10.1007/s10803-019-03945-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1931-1940[article] Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM [Texte imprimé et/ou numérique] / Ann M. SAM, Auteur ; Ann W. COX, Auteur ; Melissa N. SAVAGE, Auteur ; Victoria WATERS, Auteur ; Samuel L ODOM, Auteur . - p.1931-1940.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1931-1940
Mots-clés : Autism Spectrum Disorder Children Evidence-based practice Youth Index. décimale : PER Périodiques Résumé : Comprehensive reviews of the research literature have identified that focused intervention practices for children and youth with autism spectrum disorder have evidence of producing positive developmental and learning outcomes. The Autism Focused Intervention Resources and Modules (AFIRM) project has translated evidence-based practices identified by Wong et al. (Journal of Autism and Developmental Disorders 45(7):1951-1966, 2015) into online learning modules. The purpose of this paper is to describe (1) the process for translating the research literature into practical information that practitioners can use, (2) its dissemination through a freely accessible website, (3) the use of the modules by over 64,500 users located in the United States and abroad, (4) knowledge gained as a result of completing the modules, and (5) consumers' evaluations of modules usefulness and relevance. En ligne : http://dx.doi.org/10.1007/s10803-019-03945-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 Educational Interventions for Children and Youth with Autism: A 40-Year Perspective / Samuel L ODOM in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
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Titre : Educational Interventions for Children and Youth with Autism: A 40-Year Perspective Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; L. J. HALL, Auteur ; K. L. MORIN, Auteur ; B. R. KRAEMER, Auteur ; K. A. HUME, Auteur ; N. S. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; J. R. STEINBRENNER, Auteur ; B. TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.4354-4369 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder/therapy Child Humans Schools Educational Interventions Human Subjects Research committee was not required. The authors have no conflict of interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369[article] Educational Interventions for Children and Youth with Autism: A 40-Year Perspective [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; L. J. HALL, Auteur ; K. L. MORIN, Auteur ; B. R. KRAEMER, Auteur ; K. A. HUME, Auteur ; N. S. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; J. R. STEINBRENNER, Auteur ; B. TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur . - p.4354-4369.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369
Mots-clés : Adolescent Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder/therapy Child Humans Schools Educational Interventions Human Subjects Research committee was not required. The authors have no conflict of interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Employing Evidence-Based Practices for Children with Autism in Elementary Schools / Ann M. SAM in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
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Titre : Employing Evidence-Based Practices for Children with Autism in Elementary Schools Type de document : Texte imprimé et/ou numérique Auteurs : Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur Article en page(s) : p.2308-2323 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology/statistics & numerical data Autism Spectrum Disorder/psychology Child Education, Special/methods Evidence-Based Practice/methods Female Humans Male Program Evaluation Schools Students/psychology Autistic students Elementary schools Evidence-based practices Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323[article] Employing Evidence-Based Practices for Children with Autism in Elementary Schools [Texte imprimé et/ou numérique] / Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur . - p.2308-2323.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323
Mots-clés : Academic Performance/psychology/statistics & numerical data Autism Spectrum Disorder/psychology Child Education, Special/methods Evidence-Based Practice/methods Female Humans Male Program Evaluation Schools Students/psychology Autistic students Elementary schools Evidence-based practices Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Exploratory factor analysis of the social skills improvement system (SSIS) for autistic children: Implications for use and educational placement / Danielle NADER in Research in Autism Spectrum Disorders, 104 (June 2023)
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Titre : Exploratory factor analysis of the social skills improvement system (SSIS) for autistic children: Implications for use and educational placement Type de document : Texte imprimé et/ou numérique Auteurs : Danielle NADER, Auteur ; Brian DUNLOP, Auteur ; Brianne TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Kara HUME, Auteur ; Mashael ALJUAID, Auteur ; Samuel L. ODOM, Auteur Article en page(s) : 102144 Langues : Anglais (eng) Mots-clés : Autism Assessment Social skills Elementary Social skills improvement system rating scales Index. décimale : PER Périodiques Résumé : Background The Social Skills Improvement System Rating Scales (SSIS-RS) evaluates three domains of social functioning: social skills, problem behaviors, and academic competence. The SSIS-RS is a widely used social skills assessment for autistic children, but the validity of this measure for use with this heterogeneous population has yet to be confirmed. Using data from a previous large-scale investigation by the National Professional Development Center on Autism Spectrum Disorder, this study explored the factor structure of the SSIS-RS, examined how autistic children were rated using the SSIS-RS, and evaluated how scores on the SSIS-RS were related to special education placement. Method Confirmatory and Exploratory Factor Analysis examined the factor structure of the SSIS-RS for a sample of 492 autistic children, ages four to 12. An independent samples t-test using subscale scores of the SSIS-RS was conducted to evaluate differences between autistic children learning in different educational settings. Results Results of the EFA yielded a 4-factor solution and support the internal validity of the SSIS-RS. Subscale scores for social skills, problem behavior, and academic competence differed significantly between students in general and separate settings with academic performance scores differing much less than social skills or behavior. Conclusion This study examines strengths and weaknesses of the SSIS-RS as a tool for assessing autistic children through discussion of items removed from and retained in the model. Discussion of results includes implications for teacher interpretations of SSIS-RS scores, recommendations for modifications to the measure, and insights about educational placement and inclusive programming. En ligne : http://dx.doi.org/https://doi.org/10.1016/j.rasd.2023.102144 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Research in Autism Spectrum Disorders > 104 (June 2023) . - 102144[article] Exploratory factor analysis of the social skills improvement system (SSIS) for autistic children: Implications for use and educational placement [Texte imprimé et/ou numérique] / Danielle NADER, Auteur ; Brian DUNLOP, Auteur ; Brianne TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Kara HUME, Auteur ; Mashael ALJUAID, Auteur ; Samuel L. ODOM, Auteur . - 102144.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 104 (June 2023) . - 102144
Mots-clés : Autism Assessment Social skills Elementary Social skills improvement system rating scales Index. décimale : PER Périodiques Résumé : Background The Social Skills Improvement System Rating Scales (SSIS-RS) evaluates three domains of social functioning: social skills, problem behaviors, and academic competence. The SSIS-RS is a widely used social skills assessment for autistic children, but the validity of this measure for use with this heterogeneous population has yet to be confirmed. Using data from a previous large-scale investigation by the National Professional Development Center on Autism Spectrum Disorder, this study explored the factor structure of the SSIS-RS, examined how autistic children were rated using the SSIS-RS, and evaluated how scores on the SSIS-RS were related to special education placement. Method Confirmatory and Exploratory Factor Analysis examined the factor structure of the SSIS-RS for a sample of 492 autistic children, ages four to 12. An independent samples t-test using subscale scores of the SSIS-RS was conducted to evaluate differences between autistic children learning in different educational settings. Results Results of the EFA yielded a 4-factor solution and support the internal validity of the SSIS-RS. Subscale scores for social skills, problem behavior, and academic competence differed significantly between students in general and separate settings with academic performance scores differing much less than social skills or behavior. Conclusion This study examines strengths and weaknesses of the SSIS-RS as a tool for assessing autistic children through discussion of items removed from and retained in the model. Discussion of results includes implications for teacher interpretations of SSIS-RS scores, recommendations for modifications to the measure, and insights about educational placement and inclusive programming. En ligne : http://dx.doi.org/https://doi.org/10.1016/j.rasd.2023.102144 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 Factors associated with implementation of a school-based comprehensive program for students with autism / Samuel L ODOM in Autism, 26-3 (April 2022)
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PermalinkPermalinkA Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism / Kristi L. MORIN in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)
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PermalinkTechnology use as a support tool by secondary students with autism / Susan H HEDGES in Autism, 22-1 (January 2018)
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PermalinkThe Association between Adult Participation and the Engagement of Preschoolers with ASD / Ann M. SAM in Autism Research and Treatment, 2016 (2016)
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PermalinkUse of the Children's Communication Checklist-2 in School-Aged Students with Autism: A Psychometric Analysis / Sallie W. NOWELL in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
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