
- <Centre d'Information et de documentation du CRA Rhône-Alpes
- CRA
- Informations pratiques
-
Adresse
Centre d'information et de documentation
Horaires
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexLundi au Vendredi
Contact
9h00-12h00 13h30-16h00Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
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Adresse
Mention de date : September 2020
Paru le : 01/09/2020 |
[n° ou bulletin]
[n° ou bulletin]
35-3 - September 2020 [Texte imprimé et/ou numérique] . - 2020. Langues : Anglais (eng)
|
Exemplaires (1)
Code-barres | Cote | Support | Localisation | Section | Disponibilité |
---|---|---|---|---|---|
PER0002043 | PER FOC | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements


The Endrew Decision’s Impact on the Education of Students With Autism: Implications for Practice and Policy / Sarah HURWITZ in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
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Titre : The Endrew Decision’s Impact on the Education of Students With Autism: Implications for Practice and Policy Type de document : Texte imprimé et/ou numérique Auteurs : Sarah HURWITZ, Auteur ; Janet R. DECKER, Auteur ; Ilana L. LINDER, Auteur Article en page(s) : p.131-142 Mots-clés : autism Endrew v. Douglas Co. education law IDEA FAPE Index. décimale : PER Périodiques Résumé : In 2017, the U.S. Supreme Court provided a ruling regarding what constitutes an appropriate education for students with disabilities in Endrew v. Douglas County. The case concerned a student with autism, and we use it to offer schools and families autism-related recommendations for practice and policy. We analyze the legal history of the educational benefit standard prior to Endrew and what has occurred in the year after the Court?s decision. Endrew may not dramatically alter education for students who are progressing alongside their peers, but it elevates expectations for those like Endrew, who are in self-contained classrooms or are not making grade-level progress. We suggest that schools prioritize behavior management to facilitate academic and functional progress, and theorize that there may be an increase in the number of families requesting evidence-based practices, like Applied Behavior Analysis (ABA), and placement in alternative settings like specialized charter and private schools. En ligne : https://doi.org/10.1177/1088357619888928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.131-142[article] The Endrew Decision’s Impact on the Education of Students With Autism: Implications for Practice and Policy [Texte imprimé et/ou numérique] / Sarah HURWITZ, Auteur ; Janet R. DECKER, Auteur ; Ilana L. LINDER, Auteur . - p.131-142.
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.131-142
Mots-clés : autism Endrew v. Douglas Co. education law IDEA FAPE Index. décimale : PER Périodiques Résumé : In 2017, the U.S. Supreme Court provided a ruling regarding what constitutes an appropriate education for students with disabilities in Endrew v. Douglas County. The case concerned a student with autism, and we use it to offer schools and families autism-related recommendations for practice and policy. We analyze the legal history of the educational benefit standard prior to Endrew and what has occurred in the year after the Court?s decision. Endrew may not dramatically alter education for students who are progressing alongside their peers, but it elevates expectations for those like Endrew, who are in self-contained classrooms or are not making grade-level progress. We suggest that schools prioritize behavior management to facilitate academic and functional progress, and theorize that there may be an increase in the number of families requesting evidence-based practices, like Applied Behavior Analysis (ABA), and placement in alternative settings like specialized charter and private schools. En ligne : https://doi.org/10.1177/1088357619888928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Assessing Generalization in Single-Case Research Studies Teaching Core Academic Content to Students With Intellectual and Developmental Disabilities / John MCDONNELL in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
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Titre : Assessing Generalization in Single-Case Research Studies Teaching Core Academic Content to Students With Intellectual and Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : John MCDONNELL, Auteur ; J. Matt JAMESON, Auteur ; Jessica A. BOWMAN, Auteur ; Olivia COLEMAN, Auteur ; Joanna RYAN, Auteur ; Carrie EICHELBERGER, Auteur ; Lyndsey CONRADI, Auteur Article en page(s) : p.143-152 Mots-clés : intellectual disability developmental disability generalization general education curriculum single-case research designs Index. décimale : PER Périodiques Résumé : One concern raised about teaching content from the general education curriculum to students with intellectual and developmental disabilities is whether they generalize the skills learned to typical performance settings. We conducted a literature review of research studies that taught content from the general education curriculum and assessed generalization of the target skill to determine (a) whether the studies demonstrated a causal relationship between the intervention and the generalization-dependent variable(s), (b) what forms of generalization were assessed, and (c) what strategies were incorporated into the interventions to promote generalized responding by study participants. We identified 31 studies that met the initial selection criteria. However, only 22 demonstrated a causal relationship between the intervention and the acquisition-dependent variable(s), and only four of these studies demonstrated a causal relationship between the intervention and the generalization-dependent variable(s). The implications of the findings for future research are discussed. En ligne : https://doi.org/10.1177/1088357620902500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.143-152[article] Assessing Generalization in Single-Case Research Studies Teaching Core Academic Content to Students With Intellectual and Developmental Disabilities [Texte imprimé et/ou numérique] / John MCDONNELL, Auteur ; J. Matt JAMESON, Auteur ; Jessica A. BOWMAN, Auteur ; Olivia COLEMAN, Auteur ; Joanna RYAN, Auteur ; Carrie EICHELBERGER, Auteur ; Lyndsey CONRADI, Auteur . - p.143-152.
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.143-152
Mots-clés : intellectual disability developmental disability generalization general education curriculum single-case research designs Index. décimale : PER Périodiques Résumé : One concern raised about teaching content from the general education curriculum to students with intellectual and developmental disabilities is whether they generalize the skills learned to typical performance settings. We conducted a literature review of research studies that taught content from the general education curriculum and assessed generalization of the target skill to determine (a) whether the studies demonstrated a causal relationship between the intervention and the generalization-dependent variable(s), (b) what forms of generalization were assessed, and (c) what strategies were incorporated into the interventions to promote generalized responding by study participants. We identified 31 studies that met the initial selection criteria. However, only 22 demonstrated a causal relationship between the intervention and the acquisition-dependent variable(s), and only four of these studies demonstrated a causal relationship between the intervention and the generalization-dependent variable(s). The implications of the findings for future research are discussed. En ligne : https://doi.org/10.1177/1088357620902500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
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Titre : Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Matthew E. BROCK, Auteur ; Mary A. BARCZAK, Auteur ; Scott A. DUEKER, Auteur Article en page(s) : p.153-164 Mots-clés : paraprofessionals severe disabilities performance feedback observational learning personnel preparation Index. décimale : PER Périodiques Résumé : Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. En ligne : https://doi.org/10.1177/1088357620902492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.153-164[article] Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities [Texte imprimé et/ou numérique] / Matthew E. BROCK, Auteur ; Mary A. BARCZAK, Auteur ; Scott A. DUEKER, Auteur . - p.153-164.
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.153-164
Mots-clés : paraprofessionals severe disabilities performance feedback observational learning personnel preparation Index. décimale : PER Périodiques Résumé : Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. En ligne : https://doi.org/10.1177/1088357620902492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis / Glennda K. MCKEITHAN in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
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Titre : Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Glennda K. MCKEITHAN, Auteur ; Edward J. SABORNIE, Auteur Article en page(s) : p.165-175 Mots-clés : high-functioning autism Asperger syndrome adolescents autism autism spectrum disorder social skill interventions social–behavioral interventions behavioral interventions public school settings interventions meta-analysis Index. décimale : PER Périodiques Résumé : The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social?behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social?behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided. En ligne : https://doi.org/10.1177/1088357619890312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.165-175[article] Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis [Texte imprimé et/ou numérique] / Glennda K. MCKEITHAN, Auteur ; Edward J. SABORNIE, Auteur . - p.165-175.
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.165-175
Mots-clés : high-functioning autism Asperger syndrome adolescents autism autism spectrum disorder social skill interventions social–behavioral interventions behavioral interventions public school settings interventions meta-analysis Index. décimale : PER Périodiques Résumé : The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social?behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social?behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided. En ligne : https://doi.org/10.1177/1088357619890312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 An Investigation of a Classroom-Based Specialized Music Therapy Model for Children With Autism Spectrum Disorder: Voices Together Using the VOICSS™ Method / Lorrie SCHMID in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
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Titre : An Investigation of a Classroom-Based Specialized Music Therapy Model for Children With Autism Spectrum Disorder: Voices Together Using the VOICSS™ Method Type de document : Texte imprimé et/ou numérique Auteurs : Lorrie SCHMID, Auteur ; Lauren DEMOSS, Auteur ; Paige SCARBROUGH, Auteur ; Carol RIPPLE, Auteur ; Yasmine WHITE, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.176-185 Mots-clés : autism spectrum disorders intervention communication socialization music therapy Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) have marked deficits in social communication skills, which can challenge their ability to participate in academic and social activities. Music therapy is a popular intervention for children with ASD, and although research evidence supporting its effectiveness is growing, methodological flaws limit interpretation. The present study proposes a new measure, the DUACS, to assess outcomes associated with a group music therapy program, Voices Together. Participants were 64 elementary students from nine self-contained autism classrooms who attended 16 weekly intervention sessions. Teacher-reported behavior questionnaires and direct student behavioral measures were administered at baseline, during, and after treatment. Increases in communication and social skills suggested program effectiveness, particularly among students with higher baseline skills. Further investigation of this program approach will help to better understand its mechanisms and for whom it works best. En ligne : https://doi.org/10.1177/1088357620902505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.176-185[article] An Investigation of a Classroom-Based Specialized Music Therapy Model for Children With Autism Spectrum Disorder: Voices Together Using the VOICSS™ Method [Texte imprimé et/ou numérique] / Lorrie SCHMID, Auteur ; Lauren DEMOSS, Auteur ; Paige SCARBROUGH, Auteur ; Carol RIPPLE, Auteur ; Yasmine WHITE, Auteur ; Geraldine DAWSON, Auteur . - p.176-185.
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.176-185
Mots-clés : autism spectrum disorders intervention communication socialization music therapy Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) have marked deficits in social communication skills, which can challenge their ability to participate in academic and social activities. Music therapy is a popular intervention for children with ASD, and although research evidence supporting its effectiveness is growing, methodological flaws limit interpretation. The present study proposes a new measure, the DUACS, to assess outcomes associated with a group music therapy program, Voices Together. Participants were 64 elementary students from nine self-contained autism classrooms who attended 16 weekly intervention sessions. Teacher-reported behavior questionnaires and direct student behavioral measures were administered at baseline, during, and after treatment. Increases in communication and social skills suggested program effectiveness, particularly among students with higher baseline skills. Further investigation of this program approach will help to better understand its mechanisms and for whom it works best. En ligne : https://doi.org/10.1177/1088357620902505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility / Jonathan SAFER-LICHTENSTEIN in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
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Titre : Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur Article en page(s) : p.186-192 Mots-clés : elementary age identification assessment IDEA policy Index. décimale : PER Périodiques Résumé : Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed. En ligne : https://doi.org/10.1177/1088357620922162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.186-192[article] Comparing Autism Symptom Severity Between Children With a Medical Autism Diagnosis and an Autism Special Education Eligibility [Texte imprimé et/ou numérique] / Jonathan SAFER-LICHTENSTEIN, Auteur ; Laura Lee MCINTYRE, Auteur . - p.186-192.
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.186-192
Mots-clés : elementary age identification assessment IDEA policy Index. décimale : PER Périodiques Résumé : Rates of children identified as having autism spectrum disorder (ASD) continue to increase in both medical and school settings. While procedures for providing a medical diagnosis are relatively consistent throughout the United States, the process for determining special education eligibility under an ASD classification varies by state, with many states adopting looser identification criteria than medical taxonomies. This study included a sample of 73 school-age children with ASD and sought to examine differences in ASD symptom severity, adaptive functioning, and challenging behaviors between those identified in the medical system versus those identified in schools. Results indicate that children identified as having ASD only by their school had less severe clinician-rated ASD symptomatology than children with a medical ASD diagnosis but that caregiver reports of adaptive functioning and challenging behavior did not differ between the two groups. These findings do not appear to have been influenced by demographic factors including caregiver education, household income, or health insurance status. Implications and directions for future research are discussed. En ligne : https://doi.org/10.1177/1088357620922162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430