Dépouillements

Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability / Youjia HUA in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.135-146 Titre : Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Youjia HUA, Auteur ; Jo M. HENDRICKSON, Auteur ; William J. THERRIEN, Auteur ; Suzanne WOODS-GROVES, Auteur ; Pamela S. RIES, Auteur ; Julia J. SHAW, Auteur Année de publication : 2012 Article en page(s) : p.135-146 Langues : Anglais (eng) Mots-clés : young adults  autism  reading intervention  comprehensionfactual  inferential Index. décimale : PER Périodiques Résumé : Reread–Adapt and Answer–Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effectiveness of the intervention for students with learning disabilities. This study extended the research by using the RAAC intervention with three postsecondary students with autism spectrum disorder. In the context of a multiple baseline across participants design, the results can be interpreted to conclude that the RAAC intervention may improve oral reading fluency and comprehension for young adults with autism. Using the linear weekly growth model based on the slope, the authors calculated realistic and ambitious goals. Participants’ fluency gains exceeded the ambitious levels of growth and transferred to unpracticed passages. In addition, all participants correctly answered more factual and inferential comprehension questions during the intervention. En ligne : http://dx.doi.org/10.1177/1088357612448421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Youjia HUA, Auteur ; Jo M. HENDRICKSON, Auteur ; William J. THERRIEN, Auteur ; Suzanne WOODS-GROVES, Auteur ; Pamela S. RIES, Auteur ; Julia J. SHAW, Auteur . - 2012 . - p.135-146. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.135-146 Mots-clés : young adults  autism  reading intervention  comprehensionfactual  inferential Index. décimale : PER Périodiques Résumé : Reread–Adapt and Answer–Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effectiveness of the intervention for students with learning disabilities. This study extended the research by using the RAAC intervention with three postsecondary students with autism spectrum disorder. In the context of a multiple baseline across participants design, the results can be interpreted to conclude that the RAAC intervention may improve oral reading fluency and comprehension for young adults with autism. Using the linear weekly growth model based on the slope, the authors calculated realistic and ambitious goals. Participants’ fluency gains exceeded the ambitious levels of growth and transferred to unpracticed passages. In addition, all participants correctly answered more factual and inferential comprehension questions during the intervention. En ligne : http://dx.doi.org/10.1177/1088357612448421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

A Preliminary Randomized Controlled Trial of Two Social Skills Interventions for Youth With High-Functioning Autism Spectrum Disorders / Matthew D. LERNER in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.147-157 Titre : A Preliminary Randomized Controlled Trial of Two Social Skills Interventions for Youth With High-Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew D. LERNER, Auteur ; Amori Yee MIKAMI, Auteur Année de publication : 2012 Article en page(s) : p.147-157 Langues : Anglais (eng) Mots-clés : high-functioning autism  social skills intervention  randomized-controlled trial  treatment effectiveness evaluation  psychotherapy research Index. décimale : PER Périodiques Résumé : This study examined the effects of two social skills interventions, Sociodramatic Affective Relational Intervention (SDARI) and Skillstreaming, to compare their treatment mechanisms, social performance- and knowledge-training. A total of 13 youth with autism spectrum disorders were randomly assigned to 4 weeks of 1-day/week SDARI or Skillstreaming. Groups were matched on parent and child demographics, and intervention staff training. Participants were assessed on social behavior during treatment sessions, peer sociometrics, staff-reported social skills, and parent-reported social skill generalization. Results indicated that both groups increased in reciprocated friendship nominations and staff-reported social skills. Relative to Skillstreaming participants, SDARI participants liked and interacted more with each other after a single session. However, Skillstreaming participants increased in peer liking and interaction over the course of the intervention; SDARI participants decreased slightly. Parents reported no change in social functioning at home. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612450613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] A Preliminary Randomized Controlled Trial of Two Social Skills Interventions for Youth With High-Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Matthew D. LERNER, Auteur ; Amori Yee MIKAMI, Auteur . - 2012 . - p.147-157. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.147-157 Mots-clés : high-functioning autism  social skills intervention  randomized-controlled trial  treatment effectiveness evaluation  psychotherapy research Index. décimale : PER Périodiques Résumé : This study examined the effects of two social skills interventions, Sociodramatic Affective Relational Intervention (SDARI) and Skillstreaming, to compare their treatment mechanisms, social performance- and knowledge-training. A total of 13 youth with autism spectrum disorders were randomly assigned to 4 weeks of 1-day/week SDARI or Skillstreaming. Groups were matched on parent and child demographics, and intervention staff training. Participants were assessed on social behavior during treatment sessions, peer sociometrics, staff-reported social skills, and parent-reported social skill generalization. Results indicated that both groups increased in reciprocated friendship nominations and staff-reported social skills. Relative to Skillstreaming participants, SDARI participants liked and interacted more with each other after a single session. However, Skillstreaming participants increased in peer liking and interaction over the course of the intervention; SDARI participants decreased slightly. Parents reported no change in social functioning at home. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612450613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Writing Instruction for Students With Autism Spectrum Disorders. A Review of Literature / Robert C. PENNINGTON in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.158-167 Titre : Writing Instruction for Students With Autism Spectrum Disorders. A Review of Literature Type de document : Texte imprimé et/ou numérique Auteurs : Robert C. PENNINGTON, Auteur ; Monica E. DELANO, Auteur Année de publication : 2012 Article en page(s) : p.158-167 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  writing instruction  evidence-based practice  review Index. décimale : PER Périodiques Résumé : Historically, learners with autism spectrum disorders (ASD) have not had access to the general education curriculum. Current legislation mandates that all children, including children with ASD, have access to and make progress in the general education curriculum. This article contains a review of the literature on writing instruction for children with ASD. Investigation yielded 15 studies with 29 participants with ASD ages 4 to 21 years. Based on the studies reviewed, we concluded that students with ASD benefit from explicit writing instruction, but more research is needed to establish an evidence-based set of practices to guide educators in the development of effective writing programs for this population of students. Strategies that are particularly promising and suggestions for future research are given. En ligne : http://dx.doi.org/10.1177/1088357612451318 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Writing Instruction for Students With Autism Spectrum Disorders. A Review of Literature [Texte imprimé et/ou numérique] / Robert C. PENNINGTON, Auteur ; Monica E. DELANO, Auteur . - 2012 . - p.158-167. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.158-167 Mots-clés : autism spectrum disorders  writing instruction  evidence-based practice  review Index. décimale : PER Périodiques Résumé : Historically, learners with autism spectrum disorders (ASD) have not had access to the general education curriculum. Current legislation mandates that all children, including children with ASD, have access to and make progress in the general education curriculum. This article contains a review of the literature on writing instruction for children with ASD. Investigation yielded 15 studies with 29 participants with ASD ages 4 to 21 years. Based on the studies reviewed, we concluded that students with ASD benefit from explicit writing instruction, but more research is needed to establish an evidence-based set of practices to guide educators in the development of effective writing programs for this population of students. Strategies that are particularly promising and suggestions for future research are given. En ligne : http://dx.doi.org/10.1177/1088357612451318 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Does Latency in Recording Data Make a Difference? Confirming the Accuracy of Teachers’ Data / Teresa TABER-DOUGHTY in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.168-176 Titre : Does Latency in Recording Data Make a Difference? Confirming the Accuracy of Teachers’ Data Type de document : Texte imprimé et/ou numérique Auteurs : Teresa TABER-DOUGHTY, Auteur ; Andrea JASPER, Auteur Année de publication : 2012 Article en page(s) : p.168-176 Langues : Anglais (eng) Mots-clés : data collection  latency  accuracy  reliability  direct measurement Index. décimale : PER Périodiques Résumé : The effects of latency on the accuracy of data recorded by three special education teachers were examined in this study. Teachers recorded data on the target behaviors of three students with varying disabilities. The accuracy of data recorded was assessed during three time periods: immediately after the target behavior occurred, at the end of the school day, and the following school day. A multielement design was used to evaluate data accuracy. Results were interpreted to confirm that data recorded immediately after a behavior occurred were more accurate and reliable than data documented at the end of the school day or the start of the following school day. In addition, data recorded by each teacher had a mean agreement of 97% or above for the time period immediately after a student’s behavior occurred. Furthermore, each teacher reported that it was beneficial to record data immediately after the target behavior occurred. Implications and future research directions are provided. En ligne : http://dx.doi.org/10.1177/1088357612451121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Does Latency in Recording Data Make a Difference? Confirming the Accuracy of Teachers’ Data [Texte imprimé et/ou numérique] / Teresa TABER-DOUGHTY, Auteur ; Andrea JASPER, Auteur . - 2012 . - p.168-176. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.168-176 Mots-clés : data collection  latency  accuracy  reliability  direct measurement Index. décimale : PER Périodiques Résumé : The effects of latency on the accuracy of data recorded by three special education teachers were examined in this study. Teachers recorded data on the target behaviors of three students with varying disabilities. The accuracy of data recorded was assessed during three time periods: immediately after the target behavior occurred, at the end of the school day, and the following school day. A multielement design was used to evaluate data accuracy. Results were interpreted to confirm that data recorded immediately after a behavior occurred were more accurate and reliable than data documented at the end of the school day or the start of the following school day. In addition, data recorded by each teacher had a mean agreement of 97% or above for the time period immediately after a student’s behavior occurred. Furthermore, each teacher reported that it was beneficial to record data immediately after the target behavior occurred. Implications and future research directions are provided. En ligne : http://dx.doi.org/10.1177/1088357612451121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

A Qualitative Analysis of the School Experiences of Students With Asperger Syndrome / Mark SCIUTTO in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.177-188 Titre : A Qualitative Analysis of the School Experiences of Students With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Mark SCIUTTO, Auteur ; Sally RICHWINE, Auteur ; Janelle MENTRIKOSKI, Auteur ; Kathryn NIEDZWIECKI, Auteur Année de publication : 2012 Article en page(s) : p.177-188 Langues : Anglais (eng) Mots-clés : Asperger syndrome  qualitative methods  school experiences Index. décimale : PER Périodiques Résumé : In this study, adults with Asperger syndrome (AS) and caregivers of children with AS provided firsthand accounts of school-related challenges and influential instructional practices. A total of 94 participants (59 parents, 27 adults with AS, and 8 unspecified) completed an online survey containing open-ended questions about their (or their children’s) school-related experiences. Participants identified specific areas of need (e.g., bullying, misunderstood intentions) related to understanding children with AS. In addition, participants described teacher qualities and instructional practices (e.g., strategies for communicating that the child is an asset, methods of structuring the environment for success) that had a positive impact on their (or their children’s) school experiences. Implications for teacher training and school-based interventions are highlighted. En ligne : http://dx.doi.org/10.1177/1088357612450511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] A Qualitative Analysis of the School Experiences of Students With Asperger Syndrome [Texte imprimé et/ou numérique] / Mark SCIUTTO, Auteur ; Sally RICHWINE, Auteur ; Janelle MENTRIKOSKI, Auteur ; Kathryn NIEDZWIECKI, Auteur . - 2012 . - p.177-188. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.177-188 Mots-clés : Asperger syndrome  qualitative methods  school experiences Index. décimale : PER Périodiques Résumé : In this study, adults with Asperger syndrome (AS) and caregivers of children with AS provided firsthand accounts of school-related challenges and influential instructional practices. A total of 94 participants (59 parents, 27 adults with AS, and 8 unspecified) completed an online survey containing open-ended questions about their (or their children’s) school-related experiences. Participants identified specific areas of need (e.g., bullying, misunderstood intentions) related to understanding children with AS. In addition, participants described teacher qualities and instructional practices (e.g., strategies for communicating that the child is an asset, methods of structuring the environment for success) that had a positive impact on their (or their children’s) school experiences. Implications for teacher training and school-based interventions are highlighted. En ligne : http://dx.doi.org/10.1177/1088357612450511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Autism and Obstacles to Medical Diagnosis and Treatment. Two Case Studies / Marcia DATLOW SMITH in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.189-195 Titre : Autism and Obstacles to Medical Diagnosis and Treatment. Two Case Studies Type de document : Texte imprimé et/ou numérique Auteurs : Marcia DATLOW SMITH, Auteur ; Patrick J. GRAVELINE, Auteur ; Jared Brian SMITH, Auteur Année de publication : 2012 Article en page(s) : p.189-195 Langues : Anglais (eng) Mots-clés : autism  illness  misdiagnosis Index. décimale : PER Périodiques Résumé : Autism is a developmental disability that provides special challenges to families, schools, and adult support systems. An additional area that is affected by the symptoms of autism is medicine. The deficits associated with autism in the areas of communication and social skills, as well as the prevalence of challenging behavior can interfere with the diagnosis of illnesses and in some cases result in the provision of erroneous treatment. In this article, the authors present two case studies describing individuals with autism whose catastrophic illnesses were misdiagnosed due, at least partially, to their autism. Obstacles to medical diagnosis and treatment are discussed, and recommendations for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357612450049 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Autism and Obstacles to Medical Diagnosis and Treatment. Two Case Studies [Texte imprimé et/ou numérique] / Marcia DATLOW SMITH, Auteur ; Patrick J. GRAVELINE, Auteur ; Jared Brian SMITH, Auteur . - 2012 . - p.189-195. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.189-195 Mots-clés : autism  illness  misdiagnosis Index. décimale : PER Périodiques Résumé : Autism is a developmental disability that provides special challenges to families, schools, and adult support systems. An additional area that is affected by the symptoms of autism is medicine. The deficits associated with autism in the areas of communication and social skills, as well as the prevalence of challenging behavior can interfere with the diagnosis of illnesses and in some cases result in the provision of erroneous treatment. In this article, the authors present two case studies describing individuals with autism whose catastrophic illnesses were misdiagnosed due, at least partially, to their autism. Obstacles to medical diagnosis and treatment are discussed, and recommendations for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357612450049 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179