Dépouillements

Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism / Jordan SHURR in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.71-82 Titre : Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jordan SHURR, Auteur ; Emily C. BOUCK, Auteur ; Laura A. BASSETTE, Auteur ; Jiyoon PARK, Auteur Année de publication : 2021 Article en page(s) : p.71-82 Langues : Anglais (eng) Mots-clés : autism  mathematics  intervention  manipulatives  elementary  technology Index. décimale : PER Périodiques Résumé : Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives?tangible representations of abstract concepts?has been found effective. In addition, promising research has emerged in the area of virtual manipulatives?virtual representations of abstract concepts?as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives. En ligne : https://doi.org/10.1177/1088357620986944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism [Texte imprimé et/ou numérique] / Jordan SHURR, Auteur ; Emily C. BOUCK, Auteur ; Laura A. BASSETTE, Auteur ; Jiyoon PARK, Auteur . - 2021 . - p.71-82. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.71-82 Mots-clés : autism  mathematics  intervention  manipulatives  elementary  technology Index. décimale : PER Périodiques Résumé : Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives?tangible representations of abstract concepts?has been found effective. In addition, promising research has emerged in the area of virtual manipulatives?virtual representations of abstract concepts?as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives. En ligne : https://doi.org/10.1177/1088357620986944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Teaching Mobile Device-Based Leisure to Adults With Autism Spectrum Disorder and Intellectual Disability / Kaori NEPO in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.83-94 Titre : Teaching Mobile Device-Based Leisure to Adults With Autism Spectrum Disorder and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Kaori NEPO, Auteur ; Matt TINCANI, Auteur ; Saul AXELROD, Auteur Année de publication : 2021 Article en page(s) : p.83-94 Langues : Anglais (eng) Mots-clés : adult  age  applied behavior analysis  daily living  skills  picture schedules  visuals  alternative/augmentative (AAC)  communication Index. décimale : PER Périodiques Résumé : The use of mobile devices has become a major medium of leisure engagement for the general population. However, individuals with intellectual disabilities (ID) experience disparities in technology access, which may limit their engagement in mobile device-based leisure. Little research has examined procedures for teaching individuals with ID to engage in leisure activities with technology. Employing an iPad2, the present study examined the effects of an intervention package with most-to-least prompting on independent leisure engagement of six adults with autism spectrum disorder (ASD) and ID. In addition, the impact of teaching visual schedule use to increase their independence in leisure engagement was assessed. Results indicated that the interventions were effective in increasing the participants? independent leisure engagement and their duration of leisure engagement. Caregivers reported high degrees of satisfaction with the interventions. En ligne : https://doi.org/10.1177/1088357620943500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Teaching Mobile Device-Based Leisure to Adults With Autism Spectrum Disorder and Intellectual Disability [Texte imprimé et/ou numérique] / Kaori NEPO, Auteur ; Matt TINCANI, Auteur ; Saul AXELROD, Auteur . - 2021 . - p.83-94. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.83-94 Mots-clés : adult  age  applied behavior analysis  daily living  skills  picture schedules  visuals  alternative/augmentative (AAC)  communication Index. décimale : PER Périodiques Résumé : The use of mobile devices has become a major medium of leisure engagement for the general population. However, individuals with intellectual disabilities (ID) experience disparities in technology access, which may limit their engagement in mobile device-based leisure. Little research has examined procedures for teaching individuals with ID to engage in leisure activities with technology. Employing an iPad2, the present study examined the effects of an intervention package with most-to-least prompting on independent leisure engagement of six adults with autism spectrum disorder (ASD) and ID. In addition, the impact of teaching visual schedule use to increase their independence in leisure engagement was assessed. Results indicated that the interventions were effective in increasing the participants? independent leisure engagement and their duration of leisure engagement. Caregivers reported high degrees of satisfaction with the interventions. En ligne : https://doi.org/10.1177/1088357620943500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Superheroes Social Skills: A Comparison of Video Only and Full Curriculum on Social Skill Use / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.95-107 Titre : Superheroes Social Skills: A Comparison of Video Only and Full Curriculum on Social Skill Use Type de document : Texte imprimé et/ou numérique Auteurs : Keith C. RADLEY, Auteur ; Kate A. HELBIG, Auteur ; Stefanie R. SCHRIEBER, Auteur ; Mary E. WARE, Auteur ; Evan H. DART, Auteur Année de publication : 2021 Article en page(s) : p.95-107 Langues : Anglais (eng) Mots-clés : social skills  autism spectrum disorder  video modeling  superheroes social skills Index. décimale : PER Périodiques Résumé : A substantial number of multicomponent interventions have been developed to address social functioning in individuals with autism spectrum disorder (ASD). For multicomponent interventions, identifying critical elements of the intervention related to behavior change is critical and may potentially improve the social validity of interventions. Such an analysis of the Superheroes Social Skills program was conducted. Three participants with ASD and one participant without a diagnosis participated in a 4-week intervention in which three target social skills were taught. Participants were first exposed to only the video-based elements of intervention, followed by participation in the full curriculum. Results of the study indicated that exposure to video elements often resulted in limited increases in skill accuracy, but the largest increases were observed during training with the full curriculum. Limitations and future directions are discussed with respect to multicomponent interventions for individuals with ASD. En ligne : https://doi.org/10.1177/1088357621989260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Superheroes Social Skills: A Comparison of Video Only and Full Curriculum on Social Skill Use [Texte imprimé et/ou numérique] / Keith C. RADLEY, Auteur ; Kate A. HELBIG, Auteur ; Stefanie R. SCHRIEBER, Auteur ; Mary E. WARE, Auteur ; Evan H. DART, Auteur . - 2021 . - p.95-107. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.95-107 Mots-clés : social skills  autism spectrum disorder  video modeling  superheroes social skills Index. décimale : PER Périodiques Résumé : A substantial number of multicomponent interventions have been developed to address social functioning in individuals with autism spectrum disorder (ASD). For multicomponent interventions, identifying critical elements of the intervention related to behavior change is critical and may potentially improve the social validity of interventions. Such an analysis of the Superheroes Social Skills program was conducted. Three participants with ASD and one participant without a diagnosis participated in a 4-week intervention in which three target social skills were taught. Participants were first exposed to only the video-based elements of intervention, followed by participation in the full curriculum. Results of the study indicated that exposure to video elements often resulted in limited increases in skill accuracy, but the largest increases were observed during training with the full curriculum. Limitations and future directions are discussed with respect to multicomponent interventions for individuals with ASD. En ligne : https://doi.org/10.1177/1088357621989260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

A Systematic Review of Social Maintenance Behavior Outcomes of Interactive Social Interventions for Children With Autism Spectrum Disorders / Cassie Ann SHORT in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.108-120 Titre : A Systematic Review of Social Maintenance Behavior Outcomes of Interactive Social Interventions for Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Cassie Ann SHORT, Auteur ; Pedro VITAL, Auteur Année de publication : 2021 Article en page(s) : p.108-120 Langues : Anglais (eng) Mots-clés : young children  age  autism spectrum disorders  behavior  intervention  social  skills Index. décimale : PER Périodiques Résumé : A large and varied evidence base supporting the efficacy of social therapies to improve the social behaviors of children with autism spectrum disorders (ASD) does not permit a clear understanding of which specific types of social behavior are improved by specific social therapies. Social maintenance behaviors function to form and sustain relationships, which has been associated with a reduction in negative social experiences in children with ASD. The present systematic review investigates the effectiveness of interactive social therapy in increasing these specific behaviors in this population. A systematic search of PsycArticles, Medline, Education Resources Information Centre, Child Development and Adolescent Studies, and Scopus databases identified 18 articles as relevant for inclusion. The extant evidence suggests that interactive social therapies are effective in increasing social maintenance behaviors in children with ASD. Explicit targeting of these behaviors and inclusion of reinforcement are highlighted as potentially active components in this regard. En ligne : https://doi.org/10.1177/1088357621989324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] A Systematic Review of Social Maintenance Behavior Outcomes of Interactive Social Interventions for Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Cassie Ann SHORT, Auteur ; Pedro VITAL, Auteur . - 2021 . - p.108-120. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.108-120 Mots-clés : young children  age  autism spectrum disorders  behavior  intervention  social  skills Index. décimale : PER Périodiques Résumé : A large and varied evidence base supporting the efficacy of social therapies to improve the social behaviors of children with autism spectrum disorders (ASD) does not permit a clear understanding of which specific types of social behavior are improved by specific social therapies. Social maintenance behaviors function to form and sustain relationships, which has been associated with a reduction in negative social experiences in children with ASD. The present systematic review investigates the effectiveness of interactive social therapy in increasing these specific behaviors in this population. A systematic search of PsycArticles, Medline, Education Resources Information Centre, Child Development and Adolescent Studies, and Scopus databases identified 18 articles as relevant for inclusion. The extant evidence suggests that interactive social therapies are effective in increasing social maintenance behaviors in children with ASD. Explicit targeting of these behaviors and inclusion of reinforcement are highlighted as potentially active components in this regard. En ligne : https://doi.org/10.1177/1088357621989324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

Speech-Language Pathologist and Parent Perspectives on Speech-Language Pathology Services for Children With Autism Spectrum Disorders / Brenda L. BEVERLY in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.121-132 Titre : Speech-Language Pathologist and Parent Perspectives on Speech-Language Pathology Services for Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Brenda L. BEVERLY, Auteur ; L. Amanda MATHEWS, Auteur Année de publication : 2021 Article en page(s) : p.121-132 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  speech-language pathology  language  personnel preparation  parent Index. décimale : PER Périodiques Résumé : Many speech-language pathologists (SLPs) are underprepared to serve children with autism spectrum disorders (ASDs), despite a growing need and increased expectation for ASD expertise. To understand this practice gap, 60 SLPs and 26 parents of children with ASDs were surveyed regarding SLP knowledge and competency. Of concern was that only about 50% of SLPs correctly identified ASD defining criteria. Respondents rated eight SLP practices as Important to Very Important, but SLPs reported being only Somewhat Competent to Competent. The parents? rating of SLP competency was significantly lower than parental ratings of importance for one educational practice, use of nonstandardized assessment and observational methods. Also, parents rated the development of the Individualized Education Program significantly higher in importance than SLPs rated it. Findings varied for ASD specialty subgroups. Results support socially valid improvements in preparation for SLPs on the frontlines of assessment, treatment, and development of health and educational systems for children with ASDs. En ligne : https://doi.org/10.1177/1088357620954380 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Speech-Language Pathologist and Parent Perspectives on Speech-Language Pathology Services for Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Brenda L. BEVERLY, Auteur ; L. Amanda MATHEWS, Auteur . - 2021 . - p.121-132. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.121-132 Mots-clés : autism spectrum disorders  speech-language pathology  language  personnel preparation  parent Index. décimale : PER Périodiques Résumé : Many speech-language pathologists (SLPs) are underprepared to serve children with autism spectrum disorders (ASDs), despite a growing need and increased expectation for ASD expertise. To understand this practice gap, 60 SLPs and 26 parents of children with ASDs were surveyed regarding SLP knowledge and competency. Of concern was that only about 50% of SLPs correctly identified ASD defining criteria. Respondents rated eight SLP practices as Important to Very Important, but SLPs reported being only Somewhat Competent to Competent. The parents? rating of SLP competency was significantly lower than parental ratings of importance for one educational practice, use of nonstandardized assessment and observational methods. Also, parents rated the development of the Individualized Education Program significantly higher in importance than SLPs rated it. Findings varied for ASD specialty subgroups. Results support socially valid improvements in preparation for SLPs on the frontlines of assessment, treatment, and development of health and educational systems for children with ASDs. En ligne : https://doi.org/10.1177/1088357620954380 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446