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Titre : Generalization and Maintenance Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur Année de publication : 2014 Importance : p.133-143 Langues : Anglais (eng) Mots-clés : autism treatment program generalization maintenance skill generalized behavior Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach for promoting generalization and maintenance of skills learned in treatment programs, including programming for generalization across stimuli, settings, and people, teaching generalized behaviors, and incorporating procedures for ensuring that skills are maintained once direct training has concluded. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00007-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Generalization and Maintenance [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur . - 2014 . - p.133-143.
Langues : Anglais (eng)
Mots-clés : autism treatment program generalization maintenance skill generalized behavior Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach for promoting generalization and maintenance of skills learned in treatment programs, including programming for generalization across stimuli, settings, and people, teaching generalized behaviors, and incorporating procedures for ensuring that skills are maintained once direct training has concluded. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00007-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Generalization, overselectivity, and discrimination in the autism phenotype: A review / S. M. BROWN in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
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Titre : Generalization, overselectivity, and discrimination in the autism phenotype: A review Type de document : Texte imprimé et/ou numérique Auteurs : S. M. BROWN, Auteur ; James M. BEBKO, Auteur Année de publication : 2012 Article en page(s) : p.733-740 Langues : Anglais (eng) Mots-clés : Overselectivity Discrimination Categorization Generalization Autism Local processing Index. décimale : PER Périodiques Résumé : Beginning with Kanner's (1943) seminal article on autism, through the current DSM-IV-R criteria for the disorder, children have been described as having difficulty with seeing overall gestalts, due to excess attention to the constituent part. In current terms, children with autism have been found to process objects at the local level differently, which in some cases leads to their missing more global information or understanding. These local processing biases have been proposed to lead to overselectivity, enhanced discrimination, poor generalization, and poor categorization. There has been extensive research on these separate topics over the past 40 years. The current article provides a concise review and synthesis of key research findings from these areas. Problems with previous methodology and areas in need of further research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.10.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.733-740[article] Generalization, overselectivity, and discrimination in the autism phenotype: A review [Texte imprimé et/ou numérique] / S. M. BROWN, Auteur ; James M. BEBKO, Auteur . - 2012 . - p.733-740.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.733-740
Mots-clés : Overselectivity Discrimination Categorization Generalization Autism Local processing Index. décimale : PER Périodiques Résumé : Beginning with Kanner's (1943) seminal article on autism, through the current DSM-IV-R criteria for the disorder, children have been described as having difficulty with seeing overall gestalts, due to excess attention to the constituent part. In current terms, children with autism have been found to process objects at the local level differently, which in some cases leads to their missing more global information or understanding. These local processing biases have been proposed to lead to overselectivity, enhanced discrimination, poor generalization, and poor categorization. There has been extensive research on these separate topics over the past 40 years. The current article provides a concise review and synthesis of key research findings from these areas. Problems with previous methodology and areas in need of further research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.10.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 Assessing Generalization in Single-Case Research Studies Teaching Core Academic Content to Students With Intellectual and Developmental Disabilities / John MCDONNELL in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
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Titre : Assessing Generalization in Single-Case Research Studies Teaching Core Academic Content to Students With Intellectual and Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : John MCDONNELL, Auteur ; J. Matt JAMESON, Auteur ; Jessica A. BOWMAN, Auteur ; Olivia COLEMAN, Auteur ; Joanna RYAN, Auteur ; Carrie EICHELBERGER, Auteur ; Lyndsey CONRADI, Auteur Article en page(s) : p.143-152 Mots-clés : intellectual disability developmental disability generalization general education curriculum single-case research designs Index. décimale : PER Périodiques Résumé : One concern raised about teaching content from the general education curriculum to students with intellectual and developmental disabilities is whether they generalize the skills learned to typical performance settings. We conducted a literature review of research studies that taught content from the general education curriculum and assessed generalization of the target skill to determine (a) whether the studies demonstrated a causal relationship between the intervention and the generalization-dependent variable(s), (b) what forms of generalization were assessed, and (c) what strategies were incorporated into the interventions to promote generalized responding by study participants. We identified 31 studies that met the initial selection criteria. However, only 22 demonstrated a causal relationship between the intervention and the acquisition-dependent variable(s), and only four of these studies demonstrated a causal relationship between the intervention and the generalization-dependent variable(s). The implications of the findings for future research are discussed. En ligne : https://doi.org/10.1177/1088357620902500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.143-152[article] Assessing Generalization in Single-Case Research Studies Teaching Core Academic Content to Students With Intellectual and Developmental Disabilities [Texte imprimé et/ou numérique] / John MCDONNELL, Auteur ; J. Matt JAMESON, Auteur ; Jessica A. BOWMAN, Auteur ; Olivia COLEMAN, Auteur ; Joanna RYAN, Auteur ; Carrie EICHELBERGER, Auteur ; Lyndsey CONRADI, Auteur . - p.143-152.
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.143-152
Mots-clés : intellectual disability developmental disability generalization general education curriculum single-case research designs Index. décimale : PER Périodiques Résumé : One concern raised about teaching content from the general education curriculum to students with intellectual and developmental disabilities is whether they generalize the skills learned to typical performance settings. We conducted a literature review of research studies that taught content from the general education curriculum and assessed generalization of the target skill to determine (a) whether the studies demonstrated a causal relationship between the intervention and the generalization-dependent variable(s), (b) what forms of generalization were assessed, and (c) what strategies were incorporated into the interventions to promote generalized responding by study participants. We identified 31 studies that met the initial selection criteria. However, only 22 demonstrated a causal relationship between the intervention and the acquisition-dependent variable(s), and only four of these studies demonstrated a causal relationship between the intervention and the generalization-dependent variable(s). The implications of the findings for future research are discussed. En ligne : https://doi.org/10.1177/1088357620902500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Brief Report: Generalization Weaknesses in Verbally Fluent Children and Adolescents with Autism Spectrum Disorder / Ashley B. DE MARCHENA in Journal of Autism and Developmental Disorders, 45-10 (October 2015)
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Titre : Brief Report: Generalization Weaknesses in Verbally Fluent Children and Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ashley B. DE MARCHENA, Auteur ; Inge-Marie EIGSTI, Auteur ; Benjamin E. YERYS, Auteur Article en page(s) : p.3370-3376 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Generalization Reasoning Learning Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have difficulty generalizing—i.e., relating new stimuli to past experiences. Few experimental studies have addressed this weakness, despite its impact on intervention effects. In a reanalysis of data (de Marchena et al. Cognition 119(1):96–113, 2011), we tested a novel form of generalization—the ability to transfer a strategy used in one context to a similar context—in verbally fluent youth with ASD and matched typically developing controls. Participants with ASD were subtly less likely to learn from experience; their generalizations were less consistent. Generalization in ASD correlated with receptive vocabulary but not age, suggesting a link to language development. A richer understanding of how to promote generalization in ASD will advance both theory and practice. En ligne : http://dx.doi.org/10.1007/s10803-015-2478-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268
in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3370-3376[article] Brief Report: Generalization Weaknesses in Verbally Fluent Children and Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ashley B. DE MARCHENA, Auteur ; Inge-Marie EIGSTI, Auteur ; Benjamin E. YERYS, Auteur . - p.3370-3376.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3370-3376
Mots-clés : Autism spectrum disorder Generalization Reasoning Learning Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have difficulty generalizing—i.e., relating new stimuli to past experiences. Few experimental studies have addressed this weakness, despite its impact on intervention effects. In a reanalysis of data (de Marchena et al. Cognition 119(1):96–113, 2011), we tested a novel form of generalization—the ability to transfer a strategy used in one context to a similar context—in verbally fluent youth with ASD and matched typically developing controls. Participants with ASD were subtly less likely to learn from experience; their generalizations were less consistent. Generalization in ASD correlated with receptive vocabulary but not age, suggesting a link to language development. A richer understanding of how to promote generalization in ASD will advance both theory and practice. En ligne : http://dx.doi.org/10.1007/s10803-015-2478-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder / Jenny R. ROOT in Research in Autism Spectrum Disorders, 57 (January 2019)
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Titre : Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jenny R. ROOT, Auteur Article en page(s) : p.1-6 Langues : Anglais (eng) Mots-clés : Autism Intellectual disability Direct instruction Explicit instruction Mathematics Generalization Single-case design Index. décimale : PER Périodiques Résumé : Background This study investigated the effects of explicit instruction on acquisition and generalization of mathematical concepts (more, different, long) by an elementary student with autism and co- morbid intellectual disability. Method This study used a single-case multiple probe across behaviors design to measure the acquisition and generalization of concepts across four categories of stimuli: (a) far distractor objects, (b) near distractor objects, (c) near distractor pictures, and (d) environmental objects. Results A functional relation was found between explicit instruction and independent identification of mathematical concepts. Data indicate the intervention was effective and treatment effects were maintained across concepts. Variable generalization patterns were observed across concepts. Conclusions Explicit instruction is an effective instructional strategy for teaching mathematical concepts to learners with autism and co-morbid intellectual disability. Future research should measure the efficacy of explicit instruction for more advanced generalization of concepts and application to functional tasks. En ligne : https://doi.org/10.1016/j.rasd.2018.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371
in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.1-6[article] Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder [Texte imprimé et/ou numérique] / Jenny R. ROOT, Auteur . - p.1-6.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.1-6
Mots-clés : Autism Intellectual disability Direct instruction Explicit instruction Mathematics Generalization Single-case design Index. décimale : PER Périodiques Résumé : Background This study investigated the effects of explicit instruction on acquisition and generalization of mathematical concepts (more, different, long) by an elementary student with autism and co- morbid intellectual disability. Method This study used a single-case multiple probe across behaviors design to measure the acquisition and generalization of concepts across four categories of stimuli: (a) far distractor objects, (b) near distractor objects, (c) near distractor pictures, and (d) environmental objects. Results A functional relation was found between explicit instruction and independent identification of mathematical concepts. Data indicate the intervention was effective and treatment effects were maintained across concepts. Variable generalization patterns were observed across concepts. Conclusions Explicit instruction is an effective instructional strategy for teaching mathematical concepts to learners with autism and co-morbid intellectual disability. Future research should measure the efficacy of explicit instruction for more advanced generalization of concepts and application to functional tasks. En ligne : https://doi.org/10.1016/j.rasd.2018.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 Intact prototype formation but impaired generalization in autism / A.H. FROEHLICH in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
PermalinkPromoting social skill use and generalization in children with autism spectrum disorder / Keith C. RADLEY in Research in Autism Spectrum Disorders, 8-6 (June 2014)
PermalinkTask engagement in young adults with high-functioning autism spectrum disorders: Generalization effects of behavioral skills training / Annemiek PALMEN in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
PermalinkUsing Transfer of Stimulus Control Technology to Promote Generalization and Spontaneity of Language / Trina D. SPENCER in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)
PermalinkEffectiveness of avatar-delivered instruction on social initiations by children with Autism Spectrum Disorder / Cade T. CHARLTON in Research in Autism Spectrum Disorders, 71 (March 2020)
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