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Brief Report: Using Computer-Assisted Multiple Exemplar Instruction to Facilitate the Development of Bidirectional Naming for Children with Autism Spectrum Disorder / G. T. LEE in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
[article]
Titre : Brief Report: Using Computer-Assisted Multiple Exemplar Instruction to Facilitate the Development of Bidirectional Naming for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : G. T. LEE, Auteur ; X. HU, Auteur ; N. JIN, Auteur Article en page(s) : p.4717-4722 Langues : Anglais (eng) Mots-clés : Adult Autism Spectrum Disorder Child Computer-Assisted Instruction Computers Humans Male Autism spectrum disorder Bidirectional naming China Computer-assisted instruction Multiple exemplar instruction Index. décimale : PER Périodiques Résumé : Bidirectional naming is an important ability which enables children to acquire listener and speaker behaviors through exposure to relevant word-object associations. Many children with autism spectrum disorder (ASD) or developmental delays do not demonstrate this ability and require systematic instruction. The purpose of the present study was to evaluate the efficacy of computer-assisted multiple exemplar instruction to facilitate bidirectional naming. Three 5-year-old Chinese boys with ASD participated in a multiple probe across three participants design. The results indicated that all three children's naming performance increased from pretest to posttest, supporting the potential practicality of the instructional system for use in applied settings. En ligne : http://dx.doi.org/10.1007/s10803-021-04901-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4717-4722[article] Brief Report: Using Computer-Assisted Multiple Exemplar Instruction to Facilitate the Development of Bidirectional Naming for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / G. T. LEE, Auteur ; X. HU, Auteur ; N. JIN, Auteur . - p.4717-4722.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4717-4722
Mots-clés : Adult Autism Spectrum Disorder Child Computer-Assisted Instruction Computers Humans Male Autism spectrum disorder Bidirectional naming China Computer-assisted instruction Multiple exemplar instruction Index. décimale : PER Périodiques Résumé : Bidirectional naming is an important ability which enables children to acquire listener and speaker behaviors through exposure to relevant word-object associations. Many children with autism spectrum disorder (ASD) or developmental delays do not demonstrate this ability and require systematic instruction. The purpose of the present study was to evaluate the efficacy of computer-assisted multiple exemplar instruction to facilitate bidirectional naming. Three 5-year-old Chinese boys with ASD participated in a multiple probe across three participants design. The results indicated that all three children's naming performance increased from pretest to posttest, supporting the potential practicality of the instructional system for use in applied settings. En ligne : http://dx.doi.org/10.1007/s10803-021-04901-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD / Xiaoyi HU in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
[article]
Titre : Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD Type de document : Texte imprimé et/ou numérique Auteurs : Xiaoyi HU, Auteur ; Gabrielle T. LEE, Auteur ; Yu-Ting TSAI, Auteur ; Yang YANG, Auteur ; Su CAI, Auteur Article en page(s) : p.2540-2555 Langues : Anglais (eng) Mots-clés : Autism China Computer-assisted instruction Gesture-tracking Intellectual disability Teacher-implemented instruction Index. décimale : PER Périodiques Résumé : This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning. En ligne : http://dx.doi.org/10.1007/s10803-019-03978-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2540-2555[article] Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD [Texte imprimé et/ou numérique] / Xiaoyi HU, Auteur ; Gabrielle T. LEE, Auteur ; Yu-Ting TSAI, Auteur ; Yang YANG, Auteur ; Su CAI, Auteur . - p.2540-2555.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2540-2555
Mots-clés : Autism China Computer-assisted instruction Gesture-tracking Intellectual disability Teacher-implemented instruction Index. décimale : PER Périodiques Résumé : This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning. En ligne : http://dx.doi.org/10.1007/s10803-019-03978-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD / Linda Marie RICE in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
[article]
Titre : Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Linda Marie RICE, Auteur ; Carla A. WALL, Auteur ; Adam FOGEL, Auteur ; Frederick SHIC, Auteur Année de publication : 2015 Article en page(s) : p.2176-2186 Langues : Anglais (eng) Mots-clés : Intervention Computer-assisted instruction Emotion recognition Mentalizing Social interactions Index. décimale : PER Périodiques Résumé : This study examined the extent to which a computer-based social skills intervention called FaceSay™ was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). FaceSay™ offers students simulated practice with eye gaze, joint attention, and facial recognition skills. This randomized control trial included school-aged children meeting educational criteria for autism (N = 31). Results demonstrated that participants who received the intervention improved their affect recognition and mentalizing skills, as well as their social skills. These findings suggest that, by targeting face-processing skills, computer-based interventions may produce changes in broader cognitive and social-skills domains in a cost- and time-efficient manner. En ligne : http://dx.doi.org/10.1007/s10803-015-2380-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2176-2186[article] Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD [Texte imprimé et/ou numérique] / Linda Marie RICE, Auteur ; Carla A. WALL, Auteur ; Adam FOGEL, Auteur ; Frederick SHIC, Auteur . - 2015 . - p.2176-2186.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2176-2186
Mots-clés : Intervention Computer-assisted instruction Emotion recognition Mentalizing Social interactions Index. décimale : PER Périodiques Résumé : This study examined the extent to which a computer-based social skills intervention called FaceSay™ was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). FaceSay™ offers students simulated practice with eye gaze, joint attention, and facial recognition skills. This randomized control trial included school-aged children meeting educational criteria for autism (N = 31). Results demonstrated that participants who received the intervention improved their affect recognition and mentalizing skills, as well as their social skills. These findings suggest that, by targeting face-processing skills, computer-based interventions may produce changes in broader cognitive and social-skills domains in a cost- and time-efficient manner. En ligne : http://dx.doi.org/10.1007/s10803-015-2380-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 Effects of computer-assisted explicit instruction on map-reading skills for students with autism / Bethany R. MCKISSICK in Research in Autism Spectrum Disorders, 7-12 (December 2013)
[article]
Titre : Effects of computer-assisted explicit instruction on map-reading skills for students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. MCKISSICK, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur ; Karen M. DIEGELMANN, Auteur Article en page(s) : p.1653-1662 Langues : Anglais (eng) Mots-clés : Social studies instruction Explicit instruction Computer-assisted instruction Autism Index. décimale : PER Périodiques Résumé : Abstract Educational reform for students with disabilities, including autism, has a history of focusing solely on the content areas of reading, mathematics, and science. To date, few empirical studies examining social studies have been published. This study investigated the effects of a computer-assisted explicit instruction package to teach map-reading skills to three elementary school students with autism. A multiple probe across participants design was used to examine the effectiveness of the intervention package. While results did not show a functional relationship, all three students’ data indicated a change in level and two students’ data showed a change in trend. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1653-1662[article] Effects of computer-assisted explicit instruction on map-reading skills for students with autism [Texte imprimé et/ou numérique] / Bethany R. MCKISSICK, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur ; Karen M. DIEGELMANN, Auteur . - p.1653-1662.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1653-1662
Mots-clés : Social studies instruction Explicit instruction Computer-assisted instruction Autism Index. décimale : PER Périodiques Résumé : Abstract Educational reform for students with disabilities, including autism, has a history of focusing solely on the content areas of reading, mathematics, and science. To date, few empirical studies examining social studies have been published. This study investigated the effects of a computer-assisted explicit instruction package to teach map-reading skills to three elementary school students with autism. A multiple probe across participants design was used to examine the effectiveness of the intervention package. While results did not show a functional relationship, all three students’ data indicated a change in level and two students’ data showed a change in trend. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder / Bethany R. SMITH in Research in Autism Spectrum Disorders, 7-3 (March 2013)
[article]
Titre : Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. SMITH, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur Article en page(s) : p.433-443 Mots-clés : Science instruction Embedded instruction Computer-assisted instruction Autism spectrum disorders Index. décimale : PER Périodiques Résumé : For students with Autism Spectrum Disorders and intellectual disability, the need for scientific literacy is further complicated by the need for individualized instruction necessary to teach new skills, especially when those skills are academic. This study investigated the effects of embedded, computer-assisted explicit instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom and a multiple probe across participants design was used to examine the effectiveness of the intervention. Results showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191
in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.433-443[article] Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder [Texte imprimé et/ou numérique] / Bethany R. SMITH, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur . - p.433-443.
in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.433-443
Mots-clés : Science instruction Embedded instruction Computer-assisted instruction Autism spectrum disorders Index. décimale : PER Périodiques Résumé : For students with Autism Spectrum Disorders and intellectual disability, the need for scientific literacy is further complicated by the need for individualized instruction necessary to teach new skills, especially when those skills are academic. This study investigated the effects of embedded, computer-assisted explicit instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom and a multiple probe across participants design was used to examine the effectiveness of the intervention. Results showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 Using Discrete Trial Training to Identify Specific Learning Impairments in Boys with Fragile X Syndrome / Scott S. HALL in Journal of Autism and Developmental Disorders, 44-7 (July 2014)
PermalinkExploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use / Jiedi LEI in Autism, 25-5 (July 2021)
PermalinkExploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use / Jiedi LEI in Autism, 26-5 (July 2022)
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