
- <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 : September 2024
Paru le : 01/09/2024 |
[n° ou bulletin]
[n° ou bulletin] 39-3 - September 2024 [Texte imprimé et/ou numérique] . - 2024. Langues : Anglais (eng)
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Exemplaires (1)
Code-barres | Cote | Support | Localisation | Section | Disponibilité |
---|---|---|---|---|---|
PER0002175 | PER FOC | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements


Evaluating the Evidence-Base Supporting Writing Instruction Strategies for Students With Autism Spectrum Disorder: A Systematic Review of Experimental Research / Robert C. PENNINGTON ; Stacy Crawford BEWLEY in Focus on Autism and Other Developmental Disabilities, 39-3 (September 2024)
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[article]
Titre : Evaluating the Evidence-Base Supporting Writing Instruction Strategies for Students With Autism Spectrum Disorder: A Systematic Review of Experimental Research Type de document : Texte imprimé et/ou numérique Auteurs : Robert C. PENNINGTON, Auteur ; Stacy Crawford BEWLEY, Auteur Article en page(s) : p.139-149 Langues : Anglais (eng) Mots-clés : autism writing systematic review interventions research Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often present with difficulties in writing performance. Despite the importance of writing to achieving positive academic, employment, and social outcomes, relatively little research has been conducted examining the effects of intervention on the writing performance of individuals with ASD. Previous reviews of research examining these interventions have not evaluated the quality and rigor of studies. The purpose of this systematic review was to evaluate the extant writing intervention research for individuals with ASD using two sets of quality indicators to offer recommendations for practices and areas for future research. En ligne : https://dx.doi.org/10.1177/10883576231221980 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.139-149[article] Evaluating the Evidence-Base Supporting Writing Instruction Strategies for Students With Autism Spectrum Disorder: A Systematic Review of Experimental Research [Texte imprimé et/ou numérique] / Robert C. PENNINGTON, Auteur ; Stacy Crawford BEWLEY, Auteur . - p.139-149.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.139-149
Mots-clés : autism writing systematic review interventions research Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often present with difficulties in writing performance. Despite the importance of writing to achieving positive academic, employment, and social outcomes, relatively little research has been conducted examining the effects of intervention on the writing performance of individuals with ASD. Previous reviews of research examining these interventions have not evaluated the quality and rigor of studies. The purpose of this systematic review was to evaluate the extant writing intervention research for individuals with ASD using two sets of quality indicators to offer recommendations for practices and areas for future research. En ligne : https://dx.doi.org/10.1177/10883576231221980 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism / LeAnne JOHNSON ; Angel FETTIG in Focus on Autism and Other Developmental Disabilities, 39-3 (September 2024)
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[article]
Titre : Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : LeAnne JOHNSON, Auteur ; Angel FETTIG, Auteur Article en page(s) : p.150-162 Langues : Anglais (eng) Mots-clés : preschool age autism spectrum disorders educational evidence-based practices special education personnel preparation Index. décimale : PER Périodiques Résumé : Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices. En ligne : https://dx.doi.org/10.1177/10883576241232898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.150-162[article] Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism [Texte imprimé et/ou numérique] / LeAnne JOHNSON, Auteur ; Angel FETTIG, Auteur . - p.150-162.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.150-162
Mots-clés : preschool age autism spectrum disorders educational evidence-based practices special education personnel preparation Index. décimale : PER Périodiques Résumé : Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices. En ligne : https://dx.doi.org/10.1177/10883576241232898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Functional Communication Training Including Discrimination and Tolerance to Denial for Elementary Age Students With Autism / Jessica L. HERROD ; Erinn E. WHITESIDE ; Kevin M. AYRES in Focus on Autism and Other Developmental Disabilities, 39-3 (September 2024)
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[article]
Titre : Functional Communication Training Including Discrimination and Tolerance to Denial for Elementary Age Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jessica L. HERROD, Auteur ; Erinn E. WHITESIDE, Auteur ; Kevin M. AYRES, Auteur Article en page(s) : p.163-174 Langues : Anglais (eng) Mots-clés : functional communication autism classroom denial tolerance Index. décimale : PER Périodiques Résumé : Functional communication training (FCT) provides an efficient means for reducing a variety of challenging behaviors while increasing social communication. After establishing a functional communication response (FCR), interventionists may need to design a program to thin the schedule of reinforcement to provide more durable effects and maintenance in the natural environment. Hanley et al. provided one means for thinning schedules that involved the systematic introduction of extinction (or denial trials) following a process of delaying reinforcement. This study evaluates a southeastern U.S. classroom application of this thinning process with three elementary age students who engaged in a variety of aggression, self-injury, disruption, and crying. The results indicate positive effects of the FCT program with systematic introduction of denial trials once the participants demonstrated proficiency with the FCR. In addition, data for two participants show prolonged effects post-intervention. Results are discussed in terms of extending Hanley et al. and how these procedures can be used within typical school-based settings. En ligne : https://dx.doi.org/10.1177/10883576231223154 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.163-174[article] Functional Communication Training Including Discrimination and Tolerance to Denial for Elementary Age Students With Autism [Texte imprimé et/ou numérique] / Jessica L. HERROD, Auteur ; Erinn E. WHITESIDE, Auteur ; Kevin M. AYRES, Auteur . - p.163-174.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.163-174
Mots-clés : functional communication autism classroom denial tolerance Index. décimale : PER Périodiques Résumé : Functional communication training (FCT) provides an efficient means for reducing a variety of challenging behaviors while increasing social communication. After establishing a functional communication response (FCR), interventionists may need to design a program to thin the schedule of reinforcement to provide more durable effects and maintenance in the natural environment. Hanley et al. provided one means for thinning schedules that involved the systematic introduction of extinction (or denial trials) following a process of delaying reinforcement. This study evaluates a southeastern U.S. classroom application of this thinning process with three elementary age students who engaged in a variety of aggression, self-injury, disruption, and crying. The results indicate positive effects of the FCT program with systematic introduction of denial trials once the participants demonstrated proficiency with the FCR. In addition, data for two participants show prolonged effects post-intervention. Results are discussed in terms of extending Hanley et al. and how these procedures can be used within typical school-based settings. En ligne : https://dx.doi.org/10.1177/10883576231223154 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Comparison of Descriptive Assessment and Trial-Based Functional Analysis as the Basis of Treatment in Homes / Mary Jane WEISS ; Justin B. LEAF ; Thomas MARSH ; George MCCLURE in Focus on Autism and Other Developmental Disabilities, 39-3 (September 2024)
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[article]
Titre : Comparison of Descriptive Assessment and Trial-Based Functional Analysis as the Basis of Treatment in Homes Type de document : Texte imprimé et/ou numérique Auteurs : Mary Jane WEISS, Auteur ; Justin B. LEAF, Auteur ; Thomas MARSH, Auteur ; George MCCLURE, Auteur Article en page(s) : p.175-186 Langues : Anglais (eng) Mots-clés : autism descriptive assessment functional analysis Index. décimale : PER Périodiques Résumé : Effective treatment of challenging behaviors in young children with autism spectrum disorder requires identifying consequences that maintain the behavior under specific environmental circumstances. Assessment strategies help to identify environmental factors setting the occasion for the behaviors to continue to occur. Many studies have used antecedent-behavior-consequence (ABC) data collection strategies, but few have examined its ability to effectively identify the function. Research supports the use of the trial-based functional analysis (TBFA) but few studies examine its effectiveness in the home setting. The current study attempted to answer which assessments might work best in the home setting. Treatment was implemented for each participant based on the results of their assessments. All assessments identified the function of behavior as verified by function-based treatments, but the ABC assessment identified additional functions for three of the participants while the TBFA was more precise. Implications and limitations are reviewed, along with future directions for behavioral assessment in the home. En ligne : https://dx.doi.org/10.1177/10883576241230929 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.175-186[article] Comparison of Descriptive Assessment and Trial-Based Functional Analysis as the Basis of Treatment in Homes [Texte imprimé et/ou numérique] / Mary Jane WEISS, Auteur ; Justin B. LEAF, Auteur ; Thomas MARSH, Auteur ; George MCCLURE, Auteur . - p.175-186.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.175-186
Mots-clés : autism descriptive assessment functional analysis Index. décimale : PER Périodiques Résumé : Effective treatment of challenging behaviors in young children with autism spectrum disorder requires identifying consequences that maintain the behavior under specific environmental circumstances. Assessment strategies help to identify environmental factors setting the occasion for the behaviors to continue to occur. Many studies have used antecedent-behavior-consequence (ABC) data collection strategies, but few have examined its ability to effectively identify the function. Research supports the use of the trial-based functional analysis (TBFA) but few studies examine its effectiveness in the home setting. The current study attempted to answer which assessments might work best in the home setting. Treatment was implemented for each participant based on the results of their assessments. All assessments identified the function of behavior as verified by function-based treatments, but the ABC assessment identified additional functions for three of the participants while the TBFA was more precise. Implications and limitations are reviewed, along with future directions for behavioral assessment in the home. En ligne : https://dx.doi.org/10.1177/10883576241230929 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 Learning to Make Change Via Virtual Money Manipulative, System of Least Prompts, and Modeling Online / Holly LONG ; Carrielynn O?REILLY in Focus on Autism and Other Developmental Disabilities, 39-3 (September 2024)
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[article]
Titre : Learning to Make Change Via Virtual Money Manipulative, System of Least Prompts, and Modeling Online Type de document : Texte imprimé et/ou numérique Auteurs : Holly LONG, Auteur ; Carrielynn O?REILLY, Auteur Article en page(s) : p.187-199 Langues : Anglais (eng) Mots-clés : high school functional skills independence daily living skills special education intellectual disability Index. décimale : PER Périodiques Résumé : Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three U.S. high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined. En ligne : https://dx.doi.org/10.1177/10883576241230924 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533
in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.187-199[article] Learning to Make Change Via Virtual Money Manipulative, System of Least Prompts, and Modeling Online [Texte imprimé et/ou numérique] / Holly LONG, Auteur ; Carrielynn O?REILLY, Auteur . - p.187-199.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.187-199
Mots-clés : high school functional skills independence daily living skills special education intellectual disability Index. décimale : PER Périodiques Résumé : Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three U.S. high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined. En ligne : https://dx.doi.org/10.1177/10883576241230924 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533