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Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice / Jenny R. ROOT in Journal of Autism and Developmental Disorders, 47-2 (February 2017)
[article]
Titre : Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice Type de document : Texte imprimé et/ou numérique Auteurs : Jenny R. ROOT, Auteur ; Bradley S. STEVENSON, Auteur ; Luann Ley DAVIS, Auteur ; Jennifer GEDDES-HALL, Auteur ; David W. TEST, Auteur Article en page(s) : p.275-284 Langues : Anglais (eng) Mots-clés : Technology Academics Autism Evidence-based practice Index. décimale : PER Périodiques Résumé : Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165–179, 2005; Gersten et al., Exceptional Children 71:149–164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2947-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.275-284[article] Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice [Texte imprimé et/ou numérique] / Jenny R. ROOT, Auteur ; Bradley S. STEVENSON, Auteur ; Luann Ley DAVIS, Auteur ; Jennifer GEDDES-HALL, Auteur ; David W. TEST, Auteur . - p.275-284.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.275-284
Mots-clés : Technology Academics Autism Evidence-based practice Index. décimale : PER Périodiques Résumé : Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165–179, 2005; Gersten et al., Exceptional Children 71:149–164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2947-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 Perceived Autonomy Support in Children with Autism Spectrum Disorder / Nicole M. SHEA in Autism - Open Access, 3-2 (September 2013)
[article]
Titre : Perceived Autonomy Support in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nicole M. SHEA, Auteur ; Margaret A. MILLEA, Auteur ; Joshua John DIEHL, Auteur Année de publication : 2013 Article en page(s) : 6 p. Langues : Anglais (eng) Mots-clés : Autism Autonomy Self-determination Intrinsic motivation Extrinsic motivation School Social skills Academics Friendship Index. décimale : PER Périodiques Résumé : Autonomy support has been found to be critical for typically developing children, but not as much is known about its importance for children with Autism Spectrum Disorder (ASD). The current study examined the relationship between autonomy support, self-determination, scholastic competence and social acceptance in ASD. Twenty-six participants with high-functioning ASD completed self-report measures related to autonomy support, friendship, and academics. We found that greater teacher autonomy support was related to higher self-determination in school, and in turn, higher scholastic competence. Self-determination in friendship did not function as a mediator between mother/father autonomy support and social acceptance, but self-determination in friendship was significantly related to social acceptance. This study highlights the importance of fostering self-determination in both the academic and social lives of individuals with ASD. Future studies should examine best practices for incorporating autonomy support into existing scholastic settings and interventions. En ligne : http://dx.doi.org/10.4172/2165-7890.1000114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228
in Autism - Open Access > 3-2 (September 2013) . - 6 p.[article] Perceived Autonomy Support in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nicole M. SHEA, Auteur ; Margaret A. MILLEA, Auteur ; Joshua John DIEHL, Auteur . - 2013 . - 6 p.
Langues : Anglais (eng)
in Autism - Open Access > 3-2 (September 2013) . - 6 p.
Mots-clés : Autism Autonomy Self-determination Intrinsic motivation Extrinsic motivation School Social skills Academics Friendship Index. décimale : PER Périodiques Résumé : Autonomy support has been found to be critical for typically developing children, but not as much is known about its importance for children with Autism Spectrum Disorder (ASD). The current study examined the relationship between autonomy support, self-determination, scholastic competence and social acceptance in ASD. Twenty-six participants with high-functioning ASD completed self-report measures related to autonomy support, friendship, and academics. We found that greater teacher autonomy support was related to higher self-determination in school, and in turn, higher scholastic competence. Self-determination in friendship did not function as a mediator between mother/father autonomy support and social acceptance, but self-determination in friendship was significantly related to social acceptance. This study highlights the importance of fostering self-determination in both the academic and social lives of individuals with ASD. Future studies should examine best practices for incorporating autonomy support into existing scholastic settings and interventions. En ligne : http://dx.doi.org/10.4172/2165-7890.1000114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 Meta-analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism / K. LEDBETTER-CHO in Journal of Autism and Developmental Disorders, 48-9 (September 2018)
[article]
Titre : Meta-analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism Type de document : Texte imprimé et/ou numérique Auteurs : K. LEDBETTER-CHO, Auteur ; M. O'REILLY, Auteur ; R. LANG, Auteur ; L. WATKINS, Auteur ; N. LIM, Auteur Article en page(s) : p.3021-3036 Langues : Anglais (eng) Mots-clés : Asd Academics Autism Portable electronic device iPad iPod Index. décimale : PER Périodiques Résumé : Portable touch-screen devices have been the focus of a notable amount of intervention research involving individuals with autism. Additionally, popular media has widely circulated claims that such devices and academic software applications offer tremendous educational benefits. A systematic search identified 19 studies that targeted academic skills for individuals with autism. Most studies used the device's built-in video recording or camera function to create customized teaching materials, rather than commercially-available applications. Analysis of potential moderating variables indicated that participants' age and functioning level did not influence outcomes. However, participant operation of the device, as opposed to operation by an instructor, produced significantly larger effect size estimates. Results are discussed in terms of recommendations for practitioners and future research. En ligne : http://dx.doi.org/10.1007/s10803-018-3573-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3021-3036[article] Meta-analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism [Texte imprimé et/ou numérique] / K. LEDBETTER-CHO, Auteur ; M. O'REILLY, Auteur ; R. LANG, Auteur ; L. WATKINS, Auteur ; N. LIM, Auteur . - p.3021-3036.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3021-3036
Mots-clés : Asd Academics Autism Portable electronic device iPad iPod Index. décimale : PER Périodiques Résumé : Portable touch-screen devices have been the focus of a notable amount of intervention research involving individuals with autism. Additionally, popular media has widely circulated claims that such devices and academic software applications offer tremendous educational benefits. A systematic search identified 19 studies that targeted academic skills for individuals with autism. Most studies used the device's built-in video recording or camera function to create customized teaching materials, rather than commercially-available applications. Analysis of potential moderating variables indicated that participants' age and functioning level did not influence outcomes. However, participant operation of the device, as opposed to operation by an instructor, produced significantly larger effect size estimates. Results are discussed in terms of recommendations for practitioners and future research. En ligne : http://dx.doi.org/10.1007/s10803-018-3573-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base / Janet E. SPECTOR in Journal of Autism and Developmental Disorders, 41-10 (October 2011)
[article]
Titre : Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base Type de document : Texte imprimé et/ou numérique Auteurs : Janet E. SPECTOR, Auteur Année de publication : 2011 Article en page(s) : p.1411-1422 Langues : Anglais (eng) Mots-clés : Autism Reading instruction Literacy Evidence-based practice Academics Index. décimale : PER Périodiques Résumé : This paper reviews the evidence on sight word instruction as a method of teaching students with autism and significant cognitive and verbal limitations to read printed words. Nine single-subject studies were rated using Reichow et al.’s (J Autism Dev Disord 38:1311–1319, 2008) evaluative method for identifying evidence-based practice, and studies with at least adequate methodology were analyzed to identify common intervention features. Results yielded evidence in support of a massed trials approach featuring student response to a succession of items, differential positive reinforcement, systematic prompting, and use of visual supports. Across studies, students learned to identify printed words, even those with limited oral language and no prior reading instruction. However, no studies addressed the effects of sight word instruction on broad literacy outcomes. En ligne : http://dx.doi.org/10.1007/s10803-010-1165-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143
in Journal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1411-1422[article] Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base [Texte imprimé et/ou numérique] / Janet E. SPECTOR, Auteur . - 2011 . - p.1411-1422.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1411-1422
Mots-clés : Autism Reading instruction Literacy Evidence-based practice Academics Index. décimale : PER Périodiques Résumé : This paper reviews the evidence on sight word instruction as a method of teaching students with autism and significant cognitive and verbal limitations to read printed words. Nine single-subject studies were rated using Reichow et al.’s (J Autism Dev Disord 38:1311–1319, 2008) evaluative method for identifying evidence-based practice, and studies with at least adequate methodology were analyzed to identify common intervention features. Results yielded evidence in support of a massed trials approach featuring student response to a succession of items, differential positive reinforcement, systematic prompting, and use of visual supports. Across studies, students learned to identify printed words, even those with limited oral language and no prior reading instruction. However, no studies addressed the effects of sight word instruction on broad literacy outcomes. En ligne : http://dx.doi.org/10.1007/s10803-010-1165-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143