
- <Centre d'Information et de documentation du CRA Rhône-Alpes
- CRA
- Informations pratiques
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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 : June 2022
Paru le : 01/06/2022 |
[n° ou bulletin]
[n° ou bulletin]
37-2 - June 2022 [Texte imprimé et/ou numérique] . - 2022. Langues : Anglais (eng)
|
Exemplaires (1)
Code-barres | Cote | Support | Localisation | Section | Disponibilité |
---|---|---|---|---|---|
PER0001997 | PER FOC | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements


A Portrait of Peers Within Peer-Mediated Interventions: A Literature Review / Hilary E. TRAVERS in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)
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Titre : A Portrait of Peers Within Peer-Mediated Interventions: A Literature Review Type de document : Texte imprimé et/ou numérique Auteurs : Hilary E. TRAVERS, Auteur ; Erik W. CARTER, Auteur Article en page(s) : p.71-82 Langues : Anglais (eng) Mots-clés : peers peer-mediated intervention inclusion intellectual disability autism Index. décimale : PER Périodiques Résumé : Although the impact of peer-mediated interventions on students with intellectual and developmental disabilities (IDD) has been studied extensively, little attention has focused on the peers without disabilities who are so central to these interventions. We reviewed 98 studies to examine the portrait of more than 3,000 peers without disabilities who have participated in peer-mediated interventions involving middle and high school students with IDD. Peer and student demographics were very diverse, as were the methods for peer recruitment and selection, the interventions they delivered, the settings in which they spent time with students with IDD, and the ways in which they were prepared for these roles. However, reporting in these areas was limited across studies. We offer recommendations for strengthening research and practice focused on the contributions of peers within these evidence-based interventions. En ligne : https://doi.org/10.1177/10883576211073698 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.71-82[article] A Portrait of Peers Within Peer-Mediated Interventions: A Literature Review [Texte imprimé et/ou numérique] / Hilary E. TRAVERS, Auteur ; Erik W. CARTER, Auteur . - p.71-82.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.71-82
Mots-clés : peers peer-mediated intervention inclusion intellectual disability autism Index. décimale : PER Périodiques Résumé : Although the impact of peer-mediated interventions on students with intellectual and developmental disabilities (IDD) has been studied extensively, little attention has focused on the peers without disabilities who are so central to these interventions. We reviewed 98 studies to examine the portrait of more than 3,000 peers without disabilities who have participated in peer-mediated interventions involving middle and high school students with IDD. Peer and student demographics were very diverse, as were the methods for peer recruitment and selection, the interventions they delivered, the settings in which they spent time with students with IDD, and the ways in which they were prepared for these roles. However, reporting in these areas was limited across studies. We offer recommendations for strengthening research and practice focused on the contributions of peers within these evidence-based interventions. En ligne : https://doi.org/10.1177/10883576211073698 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder / Wafa A. ALJOHANI in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)
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Titre : Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Wafa A. ALJOHANI, Auteur ; Asim JAVED, Auteur ; Julia L. FERGUSON, Auteur ; Joseph H. CIHON, Auteur ; Christine M. MILNE, Auteur ; Justin B. LEAF, Auteur Article en page(s) : p.83-95 Langues : Anglais (eng) Mots-clés : autism discrete trial teaching simultaneous prompt error correction prompting Index. décimale : PER Périodiques Résumé : This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested within a multiple probe design, the researchers taught each participant how to expressively label pictures of sports teams or cartoon characters using either simultaneous prompting or an error correction procedure. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials. En ligne : https://doi.org/10.1177/10883576211036429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.83-95[article] Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Wafa A. ALJOHANI, Auteur ; Asim JAVED, Auteur ; Julia L. FERGUSON, Auteur ; Joseph H. CIHON, Auteur ; Christine M. MILNE, Auteur ; Justin B. LEAF, Auteur . - p.83-95.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.83-95
Mots-clés : autism discrete trial teaching simultaneous prompt error correction prompting Index. décimale : PER Périodiques Résumé : This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested within a multiple probe design, the researchers taught each participant how to expressively label pictures of sports teams or cartoon characters using either simultaneous prompting or an error correction procedure. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials. En ligne : https://doi.org/10.1177/10883576211036429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism / Kristi L. MORIN in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)
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Titre : A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Jessica STEINBRENNER, Auteur ; Ann M. SAM, Auteur ; Victoria WATERS, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.96-107 Langues : Anglais (eng) Mots-clés : paraprofessional special education autism spectrum disorder professional development survey Index. décimale : PER Périodiques Résumé : Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals? (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism. En ligne : https://doi.org/10.1177/10883576211066897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.96-107[article] A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism [Texte imprimé et/ou numérique] / Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Jessica STEINBRENNER, Auteur ; Ann M. SAM, Auteur ; Victoria WATERS, Auteur ; Samuel L ODOM, Auteur . - p.96-107.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.96-107
Mots-clés : paraprofessional special education autism spectrum disorder professional development survey Index. décimale : PER Périodiques Résumé : Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals? (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism. En ligne : https://doi.org/10.1177/10883576211066897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 Opportunities to Learn for Children With Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion / Cecilia LATORRE-COSCULLUELA in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)
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Titre : Opportunities to Learn for Children With Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion Type de document : Texte imprimé et/ou numérique Auteurs : Cecilia LATORRE-COSCULLUELA, Auteur ; Marta LIESA-ORUS, Auteur ; Pilar RIVERA-TORRES, Auteur Article en page(s) : p.108-119 Langues : Anglais (eng) Mots-clés : perceived efficacy practices drivers ASD structural equation model Index. décimale : PER Périodiques Résumé : One of the factors linked to the successful inclusion of children with autism spectrum disorder (ASD) is the idea that the attitudes of teaching professionals are related to the perceived efficacy of educational practices. The aim of this study was to explore the relationships between the perceived efficacy of a set of practices specifically aimed at children with ASD and the perceived drivers and attitudes toward their full inclusion. We estimated a structural equation model that included socioprofessional variables of the 454 teachers taking part in the study. The results show that greater efficacy of the practices implemented with children with ASD results in more positive attitudes toward the education of these children in inclusive settings. Similarly, drivers of inclusion also improve teachers? attitudes toward these children. The findings suggest the need to improve teacher training and provide teachers with the resources necessary to adapt their practices to all children. En ligne : https://doi.org/10.1177/10883576211073692 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.108-119[article] Opportunities to Learn for Children With Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion [Texte imprimé et/ou numérique] / Cecilia LATORRE-COSCULLUELA, Auteur ; Marta LIESA-ORUS, Auteur ; Pilar RIVERA-TORRES, Auteur . - p.108-119.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.108-119
Mots-clés : perceived efficacy practices drivers ASD structural equation model Index. décimale : PER Périodiques Résumé : One of the factors linked to the successful inclusion of children with autism spectrum disorder (ASD) is the idea that the attitudes of teaching professionals are related to the perceived efficacy of educational practices. The aim of this study was to explore the relationships between the perceived efficacy of a set of practices specifically aimed at children with ASD and the perceived drivers and attitudes toward their full inclusion. We estimated a structural equation model that included socioprofessional variables of the 454 teachers taking part in the study. The results show that greater efficacy of the practices implemented with children with ASD results in more positive attitudes toward the education of these children in inclusive settings. Similarly, drivers of inclusion also improve teachers? attitudes toward these children. The findings suggest the need to improve teacher training and provide teachers with the resources necessary to adapt their practices to all children. En ligne : https://doi.org/10.1177/10883576211073692 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions / Cheong Ying SNG in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)
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[article]
Titre : Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions Type de document : Texte imprimé et/ou numérique Auteurs : Cheong Ying SNG, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Naomi SWELLER, Auteur Article en page(s) : p.120-131 Langues : Anglais (eng) Mots-clés : autism spectrum disorders social-communicative socialization social interaction communication social skills Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) may have difficulties with pragmatic behaviors in conversation such as staying on topic, taking the perspective of others, and repairing misunderstandings. Many social skill interventions teach conversation skills to assist the development of friendships and avoid social isolation, but few studies have examined whether conversation partners find the reported pragmatic behaviors problematic. We examined the effect of relationship type, regularity of contact, and age of the person with ASD on conversation partner perceptions. For problem scores, multiple regressions indicated an effect for relationship type such that friends tended to report lower problem scores than siblings/other relatives, parents, or life partners. Difficulties understanding humor was reported to be more problematic by friends, whereas for life partners it was the failure to keep conversations going and inappropriate terminations. Further research is needed to confirm and extend these results to better inform interventions into social communication. En ligne : https://doi.org/10.1177/10883576211073689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.120-131[article] Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions [Texte imprimé et/ou numérique] / Cheong Ying SNG, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Naomi SWELLER, Auteur . - p.120-131.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.120-131
Mots-clés : autism spectrum disorders social-communicative socialization social interaction communication social skills Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) may have difficulties with pragmatic behaviors in conversation such as staying on topic, taking the perspective of others, and repairing misunderstandings. Many social skill interventions teach conversation skills to assist the development of friendships and avoid social isolation, but few studies have examined whether conversation partners find the reported pragmatic behaviors problematic. We examined the effect of relationship type, regularity of contact, and age of the person with ASD on conversation partner perceptions. For problem scores, multiple regressions indicated an effect for relationship type such that friends tended to report lower problem scores than siblings/other relatives, parents, or life partners. Difficulties understanding humor was reported to be more problematic by friends, whereas for life partners it was the failure to keep conversations going and inappropriate terminations. Further research is needed to confirm and extend these results to better inform interventions into social communication. En ligne : https://doi.org/10.1177/10883576211073689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474