Dépouillements

Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.3-14 Titre : Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Heartley B. HUBER, Auteur ; Emily M. KUNTZ, Auteur ; Erik W. CARTER, Auteur ; A. Pablo JUAREZ, Auteur Article en page(s) : p.3-14 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research. En ligne : https://doi.org/10.1177/1088357618755694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Heartley B. HUBER, Auteur ; Emily M. KUNTZ, Auteur ; Erik W. CARTER, Auteur ; A. Pablo JUAREZ, Auteur . - p.3-14. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.3-14 Index. décimale : PER Périodiques Résumé : Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research. En ligne : https://doi.org/10.1177/1088357618755694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Brief Report: The Effects of a Weighted Blanket on Engagement for a Student With ASD / Kathleen N. ZIMMERMAN in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.15-19 Titre : Brief Report: The Effects of a Weighted Blanket on Engagement for a Student With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen N. ZIMMERMAN, Auteur ; Jennifer R. LEDFORD, Auteur ; Katherine E. SEVERINI, Auteur Article en page(s) : p.15-19 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The effectiveness of a weighted blanket intervention and structured work boxes for improving engagement for a child with autism during math circle time in a general education kindergarten classroom were evaluated relative to baseline using an alternating treatments design. The structured work boxes resulted in higher levels of engagement, and the weighted blanket resulted in levels that were similar to or lower than baseline. Additional research is needed on sensory-based interventions; in the meantime, teachers should use evidence-based practices. En ligne : https://doi.org/10.1177/1088357618794911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Brief Report: The Effects of a Weighted Blanket on Engagement for a Student With ASD [Texte imprimé et/ou numérique] / Kathleen N. ZIMMERMAN, Auteur ; Jennifer R. LEDFORD, Auteur ; Katherine E. SEVERINI, Auteur . - p.15-19. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.15-19 Index. décimale : PER Périodiques Résumé : The effectiveness of a weighted blanket intervention and structured work boxes for improving engagement for a child with autism during math circle time in a general education kindergarten classroom were evaluated relative to baseline using an alternating treatments design. The structured work boxes resulted in higher levels of engagement, and the weighted blanket resulted in levels that were similar to or lower than baseline. Additional research is needed on sensory-based interventions; in the meantime, teachers should use evidence-based practices. En ligne : https://doi.org/10.1177/1088357618794911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Role of Parent Affective Behaviors and Child Negativity in Behavioral Functioning for Young Children With Developmental Delays / Kristin M. RISPOLI in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.20-28 Titre : Role of Parent Affective Behaviors and Child Negativity in Behavioral Functioning for Young Children With Developmental Delays Type de document : Texte imprimé et/ou numérique Auteurs : Kristin M. RISPOLI, Auteur Article en page(s) : p.20-28 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined individual and interactive effects of child negativity and parental affective behaviors when children were 4 years of age on externalizing issues exhibited by children at 5 years of age using a subsample of children with developmental delays drawn from a nationally representative data set (N = 450). Hierarchical multiple regression analyses were used to address research questions. Results indicated that negativity displayed by parents when children were 4 years of age was associated with more externalizing issues when children reached age 5. Interactions between parent and child affective behaviors did not significantly explain additional variance in the model, though there was a trend in which parent and child negativity interacted to predict children?s 5-year externalizing issues. Findings suggest interventions targeting emotional regulation in preschool-age children with developmental delays should target child and parent affective expression, and equip parents with skills to manage negative emotion. En ligne : https://doi.org/10.1177/1088357618800262 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Role of Parent Affective Behaviors and Child Negativity in Behavioral Functioning for Young Children With Developmental Delays [Texte imprimé et/ou numérique] / Kristin M. RISPOLI, Auteur . - p.20-28. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.20-28 Index. décimale : PER Périodiques Résumé : This study examined individual and interactive effects of child negativity and parental affective behaviors when children were 4 years of age on externalizing issues exhibited by children at 5 years of age using a subsample of children with developmental delays drawn from a nationally representative data set (N = 450). Hierarchical multiple regression analyses were used to address research questions. Results indicated that negativity displayed by parents when children were 4 years of age was associated with more externalizing issues when children reached age 5. Interactions between parent and child affective behaviors did not significantly explain additional variance in the model, though there was a trend in which parent and child negativity interacted to predict children?s 5-year externalizing issues. Findings suggest interventions targeting emotional regulation in preschool-age children with developmental delays should target child and parent affective expression, and equip parents with skills to manage negative emotion. En ligne : https://doi.org/10.1177/1088357618800262 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Parent-Implemented Trial-Based Functional Analysis for Young Children With ASD / Stephanie GEROW in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.29-40 Titre : Parent-Implemented Trial-Based Functional Analysis for Young Children With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie GEROW, Auteur ; Mandy RISPOLI, Auteur ; Emily GREGORI, Auteur ; Lisa SANCHEZ, Auteur Article en page(s) : p.29-40 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is growing support for the use of trial-based functional analysis (TBFA) in applied settings. The purpose of the present study was to assess the accuracy and social validity of parent-implemented TBFAs. The participants were three young children (ages 3?7 years old) with autism spectrum disorder (ASD) and their mothers. Each mother implemented the TBFA with coaching from a behavior consultant. Following the TBFA, parent-implemented function-based interventions were evaluated using a multiple-probe across parent?child dyads design. Child challenging behavior decreased and communication increased following the implementation of the function-based intervention. TBFAs required approximately 5 to 7 hr of consultant time, and each mother rated the TBFA as socially valid. The results of this study indicate parent-implemented TBFAs may be an accurate and socially valid method to evaluate the function of challenging behavior in homes. The discussion includes implications for practice and directions for future research. En ligne : https://doi.org/10.1177/1088357618755695 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Parent-Implemented Trial-Based Functional Analysis for Young Children With ASD [Texte imprimé et/ou numérique] / Stephanie GEROW, Auteur ; Mandy RISPOLI, Auteur ; Emily GREGORI, Auteur ; Lisa SANCHEZ, Auteur . - p.29-40. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.29-40 Index. décimale : PER Périodiques Résumé : There is growing support for the use of trial-based functional analysis (TBFA) in applied settings. The purpose of the present study was to assess the accuracy and social validity of parent-implemented TBFAs. The participants were three young children (ages 3?7 years old) with autism spectrum disorder (ASD) and their mothers. Each mother implemented the TBFA with coaching from a behavior consultant. Following the TBFA, parent-implemented function-based interventions were evaluated using a multiple-probe across parent?child dyads design. Child challenging behavior decreased and communication increased following the implementation of the function-based intervention. TBFAs required approximately 5 to 7 hr of consultant time, and each mother rated the TBFA as socially valid. The results of this study indicate parent-implemented TBFAs may be an accurate and socially valid method to evaluate the function of challenging behavior in homes. The discussion includes implications for practice and directions for future research. En ligne : https://doi.org/10.1177/1088357618755695 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Alternate Assessment Formats for Progress Monitoring Students With Intellectual Disabilities and Below Average IQ: An Exploratory Study / Francesca G. JONES in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.41-51 Titre : Alternate Assessment Formats for Progress Monitoring Students With Intellectual Disabilities and Below Average IQ: An Exploratory Study Type de document : Texte imprimé et/ou numérique Auteurs : Francesca G. JONES, Auteur ; Diane GIFFORD, Auteur ; Paul YOVANOFF, Auteur ; Stephanie AL OTAIBA, Auteur ; Dawn LEVY, Auteur ; Jill ALLOR, Auteur Article en page(s) : p.41-51 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : As part of standards-based reforms, there is increasing emphasis on ensuring that students with moderate intellectual disabilities (ID), including students with Autism Spectrum Disorders (ASD), learn to read. There is also converging evidence that explicit teaching of letter sounds, phonics, and sight words is effective for this population, but that students? responsiveness varies. A critical part of individualizing reading instruction for students with disabilities is the reliable assessment of progress and mastery of reading skills. However, assessment of many students with ID and students with ASD is challenging because of attention, behavioral, and communication issues related to testing situation; therefore, obtaining consistent results often proves to be a difficult task. We hypothesized that alternate assessment presentation formats, as a testing accommodation, would improve the reliability, validity, and consistency of assessment performance. In this study, three different presentation formats?word lists, flash cards, and PowerPoint presentation?were used when administering proximal, curriculum-based reading assessments to determine whether a particular format increased student engagement, reduced the need for prompts, and increased accuracy of identifying known items on the test. While statistical analyses did not support the hypothesis of a format by student effect, visual analysis of the data did suggest that the number of prompts required varied by student as a function of assessment format. Most noteworthy, assessment reliability, estimated with generalizability theory, indicated that reliability increased as a function of format by student. En ligne : https://doi.org/10.1177/1088357618762749 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Alternate Assessment Formats for Progress Monitoring Students With Intellectual Disabilities and Below Average IQ: An Exploratory Study [Texte imprimé et/ou numérique] / Francesca G. JONES, Auteur ; Diane GIFFORD, Auteur ; Paul YOVANOFF, Auteur ; Stephanie AL OTAIBA, Auteur ; Dawn LEVY, Auteur ; Jill ALLOR, Auteur . - p.41-51. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.41-51 Index. décimale : PER Périodiques Résumé : As part of standards-based reforms, there is increasing emphasis on ensuring that students with moderate intellectual disabilities (ID), including students with Autism Spectrum Disorders (ASD), learn to read. There is also converging evidence that explicit teaching of letter sounds, phonics, and sight words is effective for this population, but that students? responsiveness varies. A critical part of individualizing reading instruction for students with disabilities is the reliable assessment of progress and mastery of reading skills. However, assessment of many students with ID and students with ASD is challenging because of attention, behavioral, and communication issues related to testing situation; therefore, obtaining consistent results often proves to be a difficult task. We hypothesized that alternate assessment presentation formats, as a testing accommodation, would improve the reliability, validity, and consistency of assessment performance. In this study, three different presentation formats?word lists, flash cards, and PowerPoint presentation?were used when administering proximal, curriculum-based reading assessments to determine whether a particular format increased student engagement, reduced the need for prompts, and increased accuracy of identifying known items on the test. While statistical analyses did not support the hypothesis of a format by student effect, visual analysis of the data did suggest that the number of prompts required varied by student as a function of assessment format. Most noteworthy, assessment reliability, estimated with generalizability theory, indicated that reliability increased as a function of format by student. En ligne : https://doi.org/10.1177/1088357618762749 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

High School to College: Transition Experiences of Young Adults With Autism / Charlotte Y. ALVERSON in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.52-64 Titre : High School to College: Transition Experiences of Young Adults With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte Y. ALVERSON, Auteur ; Lauren E. LINDSTROM, Auteur ; Kara A. HIRANO, Auteur Article en page(s) : p.52-64 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews (N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings. Across cases, five reoccurring themes seemed to influence the transition from high school to postsecondary education: (a) motivation to attend college, (b) high levels of disability awareness, (c) intentional family supports, (d) coordinated transition planning, and (e) clear postschool goals. En ligne : https://doi.org/10.1177/1088357615611880 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] High School to College: Transition Experiences of Young Adults With Autism [Texte imprimé et/ou numérique] / Charlotte Y. ALVERSON, Auteur ; Lauren E. LINDSTROM, Auteur ; Kara A. HIRANO, Auteur . - p.52-64. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.52-64 Index. décimale : PER Périodiques Résumé : Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews (N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings. Across cases, five reoccurring themes seemed to influence the transition from high school to postsecondary education: (a) motivation to attend college, (b) high levels of disability awareness, (c) intentional family supports, (d) coordinated transition planning, and (e) clear postschool goals. En ligne : https://doi.org/10.1177/1088357615611880 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383