Dépouillements

Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.195-207 Titre : Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Jordan SHURR, Auteur ; Jiyoon PARK, Auteur Article en page(s) : p.195-207 Langues : Anglais (eng) Mots-clés : middle school  age  instruction  prompts  special education Index. décimale : PER Périodiques Résumé : Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities. En ligne : http://dx.doi.org/10.1177/1088357620943499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Jordan SHURR, Auteur ; Jiyoon PARK, Auteur . - p.195-207. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.195-207 Mots-clés : middle school  age  instruction  prompts  special education Index. décimale : PER Périodiques Résumé : Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities. En ligne : http://dx.doi.org/10.1177/1088357620943499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention / Whitney J. DETAR in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.208-220 Titre : Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Whitney J. DETAR, Auteur ; Ty W. VERNON, Auteur Article en page(s) : p.208-220 Langues : Anglais (eng) Mots-clés : Adults with autism spectrum disorder  video modeling  video feedback  question-asking  social initiations  social skills Index. décimale : PER Périodiques Résumé : Social conversational vulnerabilities associated with autism spectrum disorders (ASDs) generally persist into young adulthood and have a detrimental impact on short- and long-term academic, vocational, and interpersonal success. In light of these challenges, there is a growing need for targeted interventions to improve the social competencies of this population. The current study examined the effects of a video-feedback intervention that targeted a key social conversational skill—making social initiations to one’s conversational partner. A multiple-baseline research design across three college students with ASD indicated that the use of video feedback to target question-asking initiations was associated with improvements in (a) total questions asked, (b) conversational pauses, (c) nonperseverative discussion, (d) conversational reciprocity, and (e) perceived confidence. These findings generalized across contexts and conversation partners, suggesting that this intervention strategy may hold promise for promoting key social competencies in young adults with ASD. En ligne : http://dx.doi.org/10.1177/1088357620943506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention [Texte imprimé et/ou numérique] / Whitney J. DETAR, Auteur ; Ty W. VERNON, Auteur . - p.208-220. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.208-220 Mots-clés : Adults with autism spectrum disorder  video modeling  video feedback  question-asking  social initiations  social skills Index. décimale : PER Périodiques Résumé : Social conversational vulnerabilities associated with autism spectrum disorders (ASDs) generally persist into young adulthood and have a detrimental impact on short- and long-term academic, vocational, and interpersonal success. In light of these challenges, there is a growing need for targeted interventions to improve the social competencies of this population. The current study examined the effects of a video-feedback intervention that targeted a key social conversational skill—making social initiations to one’s conversational partner. A multiple-baseline research design across three college students with ASD indicated that the use of video feedback to target question-asking initiations was associated with improvements in (a) total questions asked, (b) conversational pauses, (c) nonperseverative discussion, (d) conversational reciprocity, and (e) perceived confidence. These findings generalized across contexts and conversation partners, suggesting that this intervention strategy may hold promise for promoting key social competencies in young adults with ASD. En ligne : http://dx.doi.org/10.1177/1088357620943506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

A Systematic Review of Law Enforcement Training Related to Autism Spectrum Disorder / Kirsten S. RAILEY in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.221-233 Titre : A Systematic Review of Law Enforcement Training Related to Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten S. RAILEY, Auteur ; Abigail M. A. LOVE, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : p.221-233 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  intervention  personnel preparation Index. décimale : PER Périodiques Résumé : Although research confirms the effectiveness of training to improve law enforcement officers’ (LEOs) awareness and knowledge of people with intellectual disability and learning disabilities, review of the efficacy of autism-specific law enforcement training is needed. To provide up-to-date information regarding training for LEOs related to autism spectrum disorder (ASD), a systematic review of the literature was conducted. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols (PRISMA), we conducted a search of 13 professional databases and 28 journals using search terms related to both ASD and law enforcement training. From 606 articles identified during the initial search, only two articles met inclusion criteria, which suggests that limited research exists that explores ASD and law enforcement training. Included studies were summarized in terms of participants as well as training format, content, and outcomes. Limitations of the current literature, directions for future research, and current implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357620922152 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] A Systematic Review of Law Enforcement Training Related to Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kirsten S. RAILEY, Auteur ; Abigail M. A. LOVE, Auteur ; Jonathan M. CAMPBELL, Auteur . - p.221-233. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.221-233 Mots-clés : autism spectrum disorder  intervention  personnel preparation Index. décimale : PER Périodiques Résumé : Although research confirms the effectiveness of training to improve law enforcement officers’ (LEOs) awareness and knowledge of people with intellectual disability and learning disabilities, review of the efficacy of autism-specific law enforcement training is needed. To provide up-to-date information regarding training for LEOs related to autism spectrum disorder (ASD), a systematic review of the literature was conducted. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols (PRISMA), we conducted a search of 13 professional databases and 28 journals using search terms related to both ASD and law enforcement training. From 606 articles identified during the initial search, only two articles met inclusion criteria, which suggests that limited research exists that explores ASD and law enforcement training. Included studies were summarized in terms of participants as well as training format, content, and outcomes. Limitations of the current literature, directions for future research, and current implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357620922152 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

College-Based Support Programs for Students With Autism / Kathleen D. VIEZEL in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.234-245 Titre : College-Based Support Programs for Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen D. VIEZEL, Auteur ; Elizabeth WILLIAMS, Auteur ; Wesley H. DOTSON, Auteur Article en page(s) : p.234-245 Langues : Anglais (eng) Mots-clés : autism  college  university  postsecondary transition Index. décimale : PER Périodiques Résumé : There has been an increase in the number of students with autism spectrum disorder (ASD) attending college. To support this growing population of students, institution-based support programs have developed across the country to promote college success by addressing the social, communication, and executive functioning needs of students with ASD. This study investigated the current state of college-based ASD support programs to analyze current standards of care while also disseminating cohesive program information to professionals and families involved in postsecondary planning. Trends in college-based ASD service provision, admission requirements, and administrative support were identified through a systematic search and examination of traditional 4-year colleges with ASD-specific supports. En ligne : http://dx.doi.org/10.1177/1088357620954369 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] College-Based Support Programs for Students With Autism [Texte imprimé et/ou numérique] / Kathleen D. VIEZEL, Auteur ; Elizabeth WILLIAMS, Auteur ; Wesley H. DOTSON, Auteur . - p.234-245. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.234-245 Mots-clés : autism  college  university  postsecondary transition Index. décimale : PER Périodiques Résumé : There has been an increase in the number of students with autism spectrum disorder (ASD) attending college. To support this growing population of students, institution-based support programs have developed across the country to promote college success by addressing the social, communication, and executive functioning needs of students with ASD. This study investigated the current state of college-based ASD support programs to analyze current standards of care while also disseminating cohesive program information to professionals and families involved in postsecondary planning. Trends in college-based ASD service provision, admission requirements, and administrative support were identified through a systematic search and examination of traditional 4-year colleges with ASD-specific supports. En ligne : http://dx.doi.org/10.1177/1088357620954369 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Autism Spectrum Disorder Identification, Diagnosis, and Navigation of Services: Learning From the Voices of Caregivers / Elizabeth R. CRAIS in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.246-256 Titre : Autism Spectrum Disorder Identification, Diagnosis, and Navigation of Services: Learning From the Voices of Caregivers Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth R. CRAIS, Auteur ; Cara S. MCCOMISH, Auteur ; Emily F. KERTCHER, Auteur ; Steve HOOPER, Auteur ; Rebecca PRETZEL, Auteur ; Lucia MENDEZ, Auteur ; Michelle VILLALOBOS, Auteur Article en page(s) : p.246-256 Langues : Anglais (eng) Mots-clés : ASD  caregiver perspectives  screening  diagnosis  access  service systems Index. décimale : PER Périodiques Résumé : This study explored caregivers’ perspectives on facilitators and barriers to screening, diagnosis, and identifying and accessing other services for young children with autism spectrum disorder (ASD); and caregivers’ suggestions for improving the process. Eight focus groups with 55 caregivers were conducted. Four groups had a mix of White, African American, and Asian caregivers, and to gain broader populations, we recruited two groups of Spanish-speaking and two groups of American Indian caregivers. Some caregivers reported that their child and they received excellent services; however, the majority reported concerns about the services they and their child received. The findings also indicated a lower age of diagnosis and a smaller gap between concerns and diagnosis for White non-Hispanic children compared with Hispanic non-White children. Caregivers had many suggestions for ways to improve the process. En ligne : http://dx.doi.org/10.1177/1088357620922165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Autism Spectrum Disorder Identification, Diagnosis, and Navigation of Services: Learning From the Voices of Caregivers [Texte imprimé et/ou numérique] / Elizabeth R. CRAIS, Auteur ; Cara S. MCCOMISH, Auteur ; Emily F. KERTCHER, Auteur ; Steve HOOPER, Auteur ; Rebecca PRETZEL, Auteur ; Lucia MENDEZ, Auteur ; Michelle VILLALOBOS, Auteur . - p.246-256. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.246-256 Mots-clés : ASD  caregiver perspectives  screening  diagnosis  access  service systems Index. décimale : PER Périodiques Résumé : This study explored caregivers’ perspectives on facilitators and barriers to screening, diagnosis, and identifying and accessing other services for young children with autism spectrum disorder (ASD); and caregivers’ suggestions for improving the process. Eight focus groups with 55 caregivers were conducted. Four groups had a mix of White, African American, and Asian caregivers, and to gain broader populations, we recruited two groups of Spanish-speaking and two groups of American Indian caregivers. Some caregivers reported that their child and they received excellent services; however, the majority reported concerns about the services they and their child received. The findings also indicated a lower age of diagnosis and a smaller gap between concerns and diagnosis for White non-Hispanic children compared with Hispanic non-White children. Caregivers had many suggestions for ways to improve the process. En ligne : http://dx.doi.org/10.1177/1088357620922165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434