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Détail de l'auteur
Auteur Emily Victoria GREGORI |
Documents disponibles écrits par cet auteur (2)
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Correction: Teaching Children with Autism Spectrum Disorder to Answer Questions Using an iPad-Based Speech-Generating Device / Derya GENC-TOSUN in Journal of Autism and Developmental Disorders, 53-9 (September 2023)
[article]
Titre : Correction: Teaching Children with Autism Spectrum Disorder to Answer Questions Using an iPad-Based Speech-Generating Device Type de document : Texte imprimé et/ou numérique Auteurs : Derya GENC-TOSUN, Auteur ; Onur KURT, Auteur ; Zehra CEVHER, Auteur ; Emily Victoria GREGORI, Auteur Article en page(s) : p.3740-3740 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-023-06007-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511
in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3740-3740[article] Correction: Teaching Children with Autism Spectrum Disorder to Answer Questions Using an iPad-Based Speech-Generating Device [Texte imprimé et/ou numérique] / Derya GENC-TOSUN, Auteur ; Onur KURT, Auteur ; Zehra CEVHER, Auteur ; Emily Victoria GREGORI, Auteur . - p.3740-3740.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3740-3740
Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-023-06007-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 Teaching Children with Autism Spectrum Disorder to Answer Questions Using an iPad-Based Speech-Generating Device / Derya GENC-TOSUN in Journal of Autism and Developmental Disorders, 53-9 (September 2023)
[article]
Titre : Teaching Children with Autism Spectrum Disorder to Answer Questions Using an iPad-Based Speech-Generating Device Type de document : Texte imprimé et/ou numérique Auteurs : Derya GENC-TOSUN, Auteur ; Onur KURT, Auteur ; Zehra CEVHER, Auteur ; Emily Victoria GREGORI, Auteur Article en page(s) : p.3724-3739 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study investigated whether a systematic instruction package was effective in child acquisition of question answering using an iPad-based speech generating device (SGD). The study was conducted with two children with autism using a multiple probe across behaviors design. Results demonstrated that the systematic instruction package consisting of graduated guidance, discrete trial teaching, time delay, and reinforcement resulted in acquisition of answering all questions. Follow-up data were collected one, three, and five weeks after instruction ended. For all participants, skills maintained during follow-up and generalized to novel settings and skills. Social validity data were also collected and indicated that teachers without experience using SGDs found them to be effective and feasible for teaching communication skills. En ligne : https://doi.org/10.1007/s10803-022-05683-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511
in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3724-3739[article] Teaching Children with Autism Spectrum Disorder to Answer Questions Using an iPad-Based Speech-Generating Device [Texte imprimé et/ou numérique] / Derya GENC-TOSUN, Auteur ; Onur KURT, Auteur ; Zehra CEVHER, Auteur ; Emily Victoria GREGORI, Auteur . - p.3724-3739.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3724-3739
Index. décimale : PER Périodiques Résumé : This study investigated whether a systematic instruction package was effective in child acquisition of question answering using an iPad-based speech generating device (SGD). The study was conducted with two children with autism using a multiple probe across behaviors design. Results demonstrated that the systematic instruction package consisting of graduated guidance, discrete trial teaching, time delay, and reinforcement resulted in acquisition of answering all questions. Follow-up data were collected one, three, and five weeks after instruction ended. For all participants, skills maintained during follow-up and generalized to novel settings and skills. Social validity data were also collected and indicated that teachers without experience using SGDs found them to be effective and feasible for teaching communication skills. En ligne : https://doi.org/10.1007/s10803-022-05683-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511