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Résultat de la recherche
10 recherche sur le mot-clé 'Discrete trial training'




Comparison of high and low preferred topographies of contingent attention during discrete trial training / Russell LANG in Research in Autism Spectrum Disorders, 8-10 (October 2014)
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Titre : Comparison of high and low preferred topographies of contingent attention during discrete trial training Type de document : Texte imprimé et/ou numérique Auteurs : Russell LANG, Auteur ; Marije VAN DER WERFF, Auteur ; Katja VERBEEK, Auteur ; Robert DIDDEN, Auteur ; Katy DAVENPORT, Auteur ; Melissa MOORE, Auteur ; Allyson LEE, Auteur ; Mandy RISPOLI, Auteur ; Wendy MACHALICEK, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio LANCIONI, Auteur Article en page(s) : p.1279-1286 Langues : Anglais (eng) Mots-clés : Autism Preference assessment Attention Discrete trial training Index. décimale : PER Périodiques Résumé : We used the paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessment procedures to identify high and low preferred topographies of attention for two children with autism spectrum disorders (ASD). Both preference assessment formats identified the same high and low preferred forms of attention. A reinforcer assessment implemented during discrete trial training demonstrated increased correct responding and reduced challenging behavior when the high preferred form of attention was the contingent reinforcer for both participants. These results replicate previous research demonstrating that children with ASD may have preferences for specific forms of social interaction and that highly preferred forms of attention may function as more potent reinforcers than less preferred forms. This study extends previous research by demonstrating correspondence between the MSWO and PS formats when applied to attention. Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1279-1286[article] Comparison of high and low preferred topographies of contingent attention during discrete trial training [Texte imprimé et/ou numérique] / Russell LANG, Auteur ; Marije VAN DER WERFF, Auteur ; Katja VERBEEK, Auteur ; Robert DIDDEN, Auteur ; Katy DAVENPORT, Auteur ; Melissa MOORE, Auteur ; Allyson LEE, Auteur ; Mandy RISPOLI, Auteur ; Wendy MACHALICEK, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio LANCIONI, Auteur . - p.1279-1286.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1279-1286
Mots-clés : Autism Preference assessment Attention Discrete trial training Index. décimale : PER Périodiques Résumé : We used the paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessment procedures to identify high and low preferred topographies of attention for two children with autism spectrum disorders (ASD). Both preference assessment formats identified the same high and low preferred forms of attention. A reinforcer assessment implemented during discrete trial training demonstrated increased correct responding and reduced challenging behavior when the high preferred form of attention was the contingent reinforcer for both participants. These results replicate previous research demonstrating that children with ASD may have preferences for specific forms of social interaction and that highly preferred forms of attention may function as more potent reinforcers than less preferred forms. This study extends previous research by demonstrating correspondence between the MSWO and PS formats when applied to attention. Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239
Titre : Discrete Trial Teaching and Discrimination Training Type de document : Texte imprimé et/ou numérique Auteurs : Svein EIKESETH, Auteur ; Dean P. SMITH, Auteur ; Lars KLINTWALL, Auteur Année de publication : 2014 Importance : p.229-253 Langues : Anglais (eng) Mots-clés : Discrete trial training Prompting Discrimination Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Discrete Trial Teaching and Discrimination Training [Texte imprimé et/ou numérique] / Svein EIKESETH, Auteur ; Dean P. SMITH, Auteur ; Lars KLINTWALL, Auteur . - 2014 . - p.229-253.
Langues : Anglais (eng)
Mots-clés : Discrete trial training Prompting Discrimination Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities / Rose A. MASON in Journal of Autism and Developmental Disorders, 47-6 (June 2017)
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Titre : Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Rose A. MASON, Auteur ; Alana G. SCHNITZ, Auteur ; Howard P. WILLS, Auteur ; Raia ROSENBLOOM, Auteur ; Debra M. KAMPS, Auteur ; Darcey BAST, Auteur Article en page(s) : p.1696-1707 Langues : Anglais (eng) Mots-clés : Paraprofessionals Developmental disabilities Autism Coaching Discrete trial training Index. décimale : PER Périodiques Résumé : Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A multiple baseline design across five teachers was used to evaluate the impact of online instructional modules and a Practice-Based Coaching (PBC) model with teacher-as-coach on their paraprofessionals’ fidelity of discrete trial training (DTT). Implementation of the instructional modules yielded little to no change in paraprofessionals’ DTT fidelity, however, a clear functional relation between PBC and improvement in paraprofessionals’ fidelity of implementation of DTT was demonstrated. Implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3086-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308
in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1696-1707[article] Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities [Texte imprimé et/ou numérique] / Rose A. MASON, Auteur ; Alana G. SCHNITZ, Auteur ; Howard P. WILLS, Auteur ; Raia ROSENBLOOM, Auteur ; Debra M. KAMPS, Auteur ; Darcey BAST, Auteur . - p.1696-1707.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1696-1707
Mots-clés : Paraprofessionals Developmental disabilities Autism Coaching Discrete trial training Index. décimale : PER Périodiques Résumé : Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A multiple baseline design across five teachers was used to evaluate the impact of online instructional modules and a Practice-Based Coaching (PBC) model with teacher-as-coach on their paraprofessionals’ fidelity of discrete trial training (DTT). Implementation of the instructional modules yielded little to no change in paraprofessionals’ DTT fidelity, however, a clear functional relation between PBC and improvement in paraprofessionals’ fidelity of implementation of DTT was demonstrated. Implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3086-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 Increasing social approach and decreasing social avoidance in children with autism spectrum disorder during discrete trial training / M. Alice SHILLINGSBURG in Research in Autism Spectrum Disorders, 8-11 (November 2014)
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Titre : Increasing social approach and decreasing social avoidance in children with autism spectrum disorder during discrete trial training Type de document : Texte imprimé et/ou numérique Auteurs : M. Alice SHILLINGSBURG, Auteur ; Crystal N. BOWEN, Auteur ; Steven K. SHAPIRO, Auteur Article en page(s) : p.1443-1453 Langues : Anglais (eng) Mots-clés : Social approach Social avoidance Discrete trial training Autism Pairing Reflexive establishing operations Index. décimale : PER Périodiques Résumé : Instructions presented during discrete trial training (DTT) may evoke problem behavior and exacerbate social avoidance in children with autism spectrum disorder (ASD). Given the importance of DTT in comprehensive interventions, evaluating procedures to increase social responsiveness and approach during DTT are warranted. The effect of antecedent strategies on social avoidance during DTT in two children with ASD was examined. A pairing procedure in which one therapist removed demands and paired social interaction with access to preferred toys and activities was compared to a demand procedure in which a therapist presented instructions. Social approach was higher and social avoidance was lower in sessions with the pairing therapist compared to the non-pairing therapist during the Pairing Intervention and during post-pairing demand sessions. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1443-1453[article] Increasing social approach and decreasing social avoidance in children with autism spectrum disorder during discrete trial training [Texte imprimé et/ou numérique] / M. Alice SHILLINGSBURG, Auteur ; Crystal N. BOWEN, Auteur ; Steven K. SHAPIRO, Auteur . - p.1443-1453.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1443-1453
Mots-clés : Social approach Social avoidance Discrete trial training Autism Pairing Reflexive establishing operations Index. décimale : PER Périodiques Résumé : Instructions presented during discrete trial training (DTT) may evoke problem behavior and exacerbate social avoidance in children with autism spectrum disorder (ASD). Given the importance of DTT in comprehensive interventions, evaluating procedures to increase social responsiveness and approach during DTT are warranted. The effect of antecedent strategies on social avoidance during DTT in two children with ASD was examined. A pairing procedure in which one therapist removed demands and paired social interaction with access to preferred toys and activities was compared to a demand procedure in which a therapist presented instructions. Social approach was higher and social avoidance was lower in sessions with the pairing therapist compared to the non-pairing therapist during the Pairing Intervention and during post-pairing demand sessions. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Peer-mediated discrete trial training within a school setting / Keith C. RADLEY in Research in Autism Spectrum Disorders, 9 (January 2015)
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Titre : Peer-mediated discrete trial training within a school setting Type de document : Texte imprimé et/ou numérique Auteurs : Keith C. RADLEY, Auteur ; Evan H. DART, Auteur ; Christopher M. FURLOW, Auteur ; Emily J. NESS, Auteur Année de publication : 2015 Article en page(s) : p.53-67 Langues : Anglais (eng) Mots-clés : Discrete trial training Peer-mediated intervention Academic intervention Index. décimale : PER Périodiques Résumé : Abstract The present study evaluated the feasibility and effects of a peer-mediated, school-based, discrete trial training (DTT) protocol for students with autism spectrum disorder (ASD). Six typically developing elementary-age peers were trained to implement a basic DTT protocol. A multiple baseline across student interventionists design was utilized to evaluate the integrity with which trained peers implemented the DTT protocol and the efficacy of the student interventionists in training target academic behaviors. Results indicate that student interventionists acquired skills to implement the DTT protocol with high levels of integrity. Additionally, it was observed that participation in peer-mediated DTT resulted in mastery of target academic skills by participants with ASD. Measures of acceptability indicated high levels of student interventionist satisfaction with intervention procedures. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.53-67[article] Peer-mediated discrete trial training within a school setting [Texte imprimé et/ou numérique] / Keith C. RADLEY, Auteur ; Evan H. DART, Auteur ; Christopher M. FURLOW, Auteur ; Emily J. NESS, Auteur . - 2015 . - p.53-67.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.53-67
Mots-clés : Discrete trial training Peer-mediated intervention Academic intervention Index. décimale : PER Périodiques Résumé : Abstract The present study evaluated the feasibility and effects of a peer-mediated, school-based, discrete trial training (DTT) protocol for students with autism spectrum disorder (ASD). Six typically developing elementary-age peers were trained to implement a basic DTT protocol. A multiple baseline across student interventionists design was utilized to evaluate the integrity with which trained peers implemented the DTT protocol and the efficacy of the student interventionists in training target academic behaviors. Results indicate that student interventionists acquired skills to implement the DTT protocol with high levels of integrity. Additionally, it was observed that participation in peer-mediated DTT resulted in mastery of target academic skills by participants with ASD. Measures of acceptability indicated high levels of student interventionist satisfaction with intervention procedures. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 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)
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PermalinkEnhancing the Application and Evaluation of a Discrete Trial Intervention Package for Eliciting First Words in Preverbal Preschoolers with ASD / Ioanna TSIOURI in Journal of Autism and Developmental Disorders, 42-7 (July 2012)
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PermalinkPermalinkCorrelation between PEAK relational training system and one-word picture vocabulary tests / Autumn MCKEEL in Research in Autism Spectrum Disorders, 12 (April 2015)
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PermalinkEffectiveness of low intensity behavioral treatment for children with autism spectrum disorder and intellectual disability / Nienke PETERS-SCHEFFER in Research in Autism Spectrum Disorders, 7-9 (September 2013)
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