
- <Centre d'Information et de documentation du CRA Rhône-Alpes
- CRA
- Informations pratiques
-
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
-
Adresse
Résultat de la recherche
4 recherche sur le mot-clé 'Covert audio coaching'




Effects of Covert Audio Coaching on the Attending Behavior of Children With Autism Spectrum Disorder / Christina CROCCO in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)
![]()
[article]
Titre : Effects of Covert Audio Coaching on the Attending Behavior of Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christina CROCCO, Auteur ; Kyle D. BENNETT, Auteur Article en page(s) : p.131-140 Langues : Anglais (eng) Mots-clés : autism spectrum disorder attending behavior covert audio coaching bug-in-ear coaching Index. décimale : PER Périodiques Résumé : The effects of covert audio coaching, a form of performance feedback delivered remotely through a two-way radio and earbud speaker, was examined on the classroom attending behavior of children with autism spectrum disorder (ASD). Four elementary-aged students with ASD participated. This study was conducted in a private, separate day school for students with ASD. Baseline data showed that participants emitted low levels of attending behavior with a degree of variability. During intervention, all participants increased their level of attending behavior and these data were stable. Follow-up data revealed higher levels of attending compared with baseline; however, these data were more variable than what was observed during intervention. These results and implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357618805083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.131-140[article] Effects of Covert Audio Coaching on the Attending Behavior of Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Christina CROCCO, Auteur ; Kyle D. BENNETT, Auteur . - p.131-140.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.131-140
Mots-clés : autism spectrum disorder attending behavior covert audio coaching bug-in-ear coaching Index. décimale : PER Périodiques Résumé : The effects of covert audio coaching, a form of performance feedback delivered remotely through a two-way radio and earbud speaker, was examined on the classroom attending behavior of children with autism spectrum disorder (ASD). Four elementary-aged students with ASD participated. This study was conducted in a private, separate day school for students with ASD. Baseline data showed that participants emitted low levels of attending behavior with a degree of variability. During intervention, all participants increased their level of attending behavior and these data were stable. Follow-up data revealed higher levels of attending compared with baseline; however, these data were more variable than what was observed during intervention. These results and implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357618805083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 The Effects of Covert Audio Coaching on Teaching Clerical Skills to Adolescents with Autism Spectrum Disorder / Kyle D. BENNETT in Journal of Autism and Developmental Disorders, 43-3 (March 2013)
![]()
[article]
Titre : The Effects of Covert Audio Coaching on Teaching Clerical Skills to Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kyle D. BENNETT, Auteur ; Rangasamy RAMASAMY, Auteur ; Toby HONSBERGER, Auteur Article en page(s) : p.585-593 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Transition and secondary special education Employment training Performance feedback Covert audio coaching Index. décimale : PER Périodiques Résumé : Employment instruction for secondary students with autism spectrum disorder (ASD) has received very little attention in the professional literature. However, adults with ASD usually have difficulty maintaining employment for a variety of reasons, including problems with performing work tasks. This study used a multiple baseline design across participants to examine the effects of performance feedback on the participants’ ability to independently make photocopies. Feedback was delivered privately through a two-way radio and earbud speaker. The results support the conclusion that the intervention, covert audio coaching, was effective in increasing the participants’ accuracy in making photocopies. Specifically, participants demonstrated mastery of the skill within 4–5 sessions, and their improvements maintained for several weeks following intervention. En ligne : http://dx.doi.org/10.1007/s10803-012-1597-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192
in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.585-593[article] The Effects of Covert Audio Coaching on Teaching Clerical Skills to Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kyle D. BENNETT, Auteur ; Rangasamy RAMASAMY, Auteur ; Toby HONSBERGER, Auteur . - p.585-593.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.585-593
Mots-clés : Autism spectrum disorder Transition and secondary special education Employment training Performance feedback Covert audio coaching Index. décimale : PER Périodiques Résumé : Employment instruction for secondary students with autism spectrum disorder (ASD) has received very little attention in the professional literature. However, adults with ASD usually have difficulty maintaining employment for a variety of reasons, including problems with performing work tasks. This study used a multiple baseline design across participants to examine the effects of performance feedback on the participants’ ability to independently make photocopies. Feedback was delivered privately through a two-way radio and earbud speaker. The results support the conclusion that the intervention, covert audio coaching, was effective in increasing the participants’ accuracy in making photocopies. Specifically, participants demonstrated mastery of the skill within 4–5 sessions, and their improvements maintained for several weeks following intervention. En ligne : http://dx.doi.org/10.1007/s10803-012-1597-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability / Laura C. CHEZAN in Research in Autism Spectrum Disorders, 75 (July 2020)
![]()
[article]
Titre : Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Elise M. GRYBOS, Auteur Article en page(s) : p.101554 Langues : Anglais (eng) Mots-clés : covert audio coaching behavior skills training conversations workplace autism spectrum disorder intellectual disability Index. décimale : PER Périodiques Résumé : Background Our purpose in this study was to increase conversations in three young adults with autism spectrum disorder (ASD) and co-occurring moderate intellectual disability (ID). First, we used an intervention package consisting of Behavior Skills Training (BST) and Covert Audio Coaching (CAC) to promote acquisition and maintenance of conversations with coworkers. Second, we implemented CAC during naturally occurring opportunities at an internship site. Third, we examined whether the number of self-initiated interactions with coworkers increased during and after acquisition of conversations. Method Three young adults with ASD and co-occurring moderate ID participated in the study. We used a concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package consisting of BST and CAC in producing acquisition and maintenance of conversations and an increase in the number of self-initiated interactions. Results Results demonstrate that the intervention was effective in producing acquisition and maintenance of the target skills in all three young adults. Data also indicate that two of the three participants engaged more frequently in self-initiated interactions with coworkers as their conversational competence increased. Conclusions Findings suggest that the intervention package was effective in promoting conversations and an increased number of self-initiated interactions with coworkers in young adults with ASD and co-occurring moderate ID in the natural environment. Directions for future research and clinical implications for teaching conversations are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101554 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101554[article] Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Elise M. GRYBOS, Auteur . - p.101554.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101554
Mots-clés : covert audio coaching behavior skills training conversations workplace autism spectrum disorder intellectual disability Index. décimale : PER Périodiques Résumé : Background Our purpose in this study was to increase conversations in three young adults with autism spectrum disorder (ASD) and co-occurring moderate intellectual disability (ID). First, we used an intervention package consisting of Behavior Skills Training (BST) and Covert Audio Coaching (CAC) to promote acquisition and maintenance of conversations with coworkers. Second, we implemented CAC during naturally occurring opportunities at an internship site. Third, we examined whether the number of self-initiated interactions with coworkers increased during and after acquisition of conversations. Method Three young adults with ASD and co-occurring moderate ID participated in the study. We used a concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package consisting of BST and CAC in producing acquisition and maintenance of conversations and an increase in the number of self-initiated interactions. Results Results demonstrate that the intervention was effective in producing acquisition and maintenance of the target skills in all three young adults. Data also indicate that two of the three participants engaged more frequently in self-initiated interactions with coworkers as their conversational competence increased. Conclusions Findings suggest that the intervention package was effective in promoting conversations and an increased number of self-initiated interactions with coworkers in young adults with ASD and co-occurring moderate ID in the natural environment. Directions for future research and clinical implications for teaching conversations are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101554 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Promoting Social Interactions and Job Independence for College Students with Autism or Intellectual Disability: A Pilot Study / Carly B. GILSON in Journal of Autism and Developmental Disorders, 46-11 (November 2016)
![]()
[article]
Titre : Promoting Social Interactions and Job Independence for College Students with Autism or Intellectual Disability: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Carly B. GILSON, Auteur ; Erik W. CARTER, Auteur Article en page(s) : p.3583-3596 Langues : Anglais (eng) Mots-clés : Covert audio coaching Job coach Postsecondary education program Autism Intellectual and developmental disabilities Supported employment Index. décimale : PER Périodiques Résumé : The employment outcomes for young adults with autism or intellectual disability (ID) lag far behind those of their peers without disabilities. Most postsecondary education programs for students with disabilities incorporate internship experiences to foster employment skills. However, the proximity of job coaches may inadvertently hinder social opportunities and independence. We used a multiple-probe, single-case experimental design across three college students with autism or ID to examine the effects of a coaching package on task engagement and social interactions. For all participants, interactions increased and task engagement maintained when job coaches reduced proximity and delivered prompts discreetly through bug-in-ear devices. Participants considered the intervention beneficial and unobtrusive. We present implications for supporting employment preparation within postsecondary education programs. En ligne : http://dx.doi.org/10.1007/s10803-016-2894-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294
in Journal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3583-3596[article] Promoting Social Interactions and Job Independence for College Students with Autism or Intellectual Disability: A Pilot Study [Texte imprimé et/ou numérique] / Carly B. GILSON, Auteur ; Erik W. CARTER, Auteur . - p.3583-3596.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3583-3596
Mots-clés : Covert audio coaching Job coach Postsecondary education program Autism Intellectual and developmental disabilities Supported employment Index. décimale : PER Périodiques Résumé : The employment outcomes for young adults with autism or intellectual disability (ID) lag far behind those of their peers without disabilities. Most postsecondary education programs for students with disabilities incorporate internship experiences to foster employment skills. However, the proximity of job coaches may inadvertently hinder social opportunities and independence. We used a multiple-probe, single-case experimental design across three college students with autism or ID to examine the effects of a coaching package on task engagement and social interactions. For all participants, interactions increased and task engagement maintained when job coaches reduced proximity and delivered prompts discreetly through bug-in-ear devices. Participants considered the intervention beneficial and unobtrusive. We present implications for supporting employment preparation within postsecondary education programs. En ligne : http://dx.doi.org/10.1007/s10803-016-2894-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294