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High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)
[article]
Titre : High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Melissa N. SAVAGE, Auteur ; Nancy K. MEYER, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Megan HUNLEY, Auteur Article en page(s) : p.156-167 Langues : Anglais (eng) Mots-clés : high school age functional skills independence autism spectrum disorders daily living skills intellectual disability Index. décimale : PER Périodiques Résumé : Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. En ligne : http://dx.doi.org/10.1177/1088357614528797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.156-167[article] High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Melissa N. SAVAGE, Auteur ; Nancy K. MEYER, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Megan HUNLEY, Auteur . - p.156-167.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.156-167
Mots-clés : high school age functional skills independence autism spectrum disorders daily living skills intellectual disability Index. décimale : PER Périodiques Résumé : Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. En ligne : http://dx.doi.org/10.1177/1088357614528797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 Increasing independence in self-care tasks for children with autism using self-operated auditory prompts / Nicole MCGAHA MAYS in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
[article]
Titre : Increasing independence in self-care tasks for children with autism using self-operated auditory prompts Type de document : Texte imprimé et/ou numérique Auteurs : Nicole MCGAHA MAYS, Auteur ; L. Juane HEFLIN, Auteur Année de publication : 2011 Article en page(s) : p.1351-1357 Langues : Anglais (eng) Mots-clés : Autism Self-operated auditory prompts Self-help skills Independence Index. décimale : PER Périodiques Résumé : This study was conducted to determine the effects of self-operated auditory prompting systems (SOAPs) on independent self-care task completion of elementary-school-aged children with autism and intellectual disabilities. Prerecorded verbal prompts on a student-operated tape recorder were employed to facilitate independence in washing hands and brushing teeth. The participants were three students enrolled in a self-contained class for students with autism eligibilities in an elementary school. All students showed marked improvement in their performance of each task immediately following implementation of SOAPs. These results can be interpreted to confirm and extend previous research on self-operated auditory prompting systems in adolescents and adults with moderate intellectual disabilities and provides support for the idea that this intervention may be appropriate for younger students as well as those with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1351-1357[article] Increasing independence in self-care tasks for children with autism using self-operated auditory prompts [Texte imprimé et/ou numérique] / Nicole MCGAHA MAYS, Auteur ; L. Juane HEFLIN, Auteur . - 2011 . - p.1351-1357.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1351-1357
Mots-clés : Autism Self-operated auditory prompts Self-help skills Independence Index. décimale : PER Périodiques Résumé : This study was conducted to determine the effects of self-operated auditory prompting systems (SOAPs) on independent self-care task completion of elementary-school-aged children with autism and intellectual disabilities. Prerecorded verbal prompts on a student-operated tape recorder were employed to facilitate independence in washing hands and brushing teeth. The participants were three students enrolled in a self-contained class for students with autism eligibilities in an elementary school. All students showed marked improvement in their performance of each task immediately following implementation of SOAPs. These results can be interpreted to confirm and extend previous research on self-operated auditory prompting systems in adolescents and adults with moderate intellectual disabilities and provides support for the idea that this intervention may be appropriate for younger students as well as those with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Investigating health-related knowledge and independence for physical and mental health conditions in young adults with autism spectrum disorder / Nancy C. CHEAK-ZAMORA in Research in Autism Spectrum Disorders, 85 (July 2021)
[article]
Titre : Investigating health-related knowledge and independence for physical and mental health conditions in young adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nancy C. CHEAK-ZAMORA, Auteur ; Kerri P. NOWELL, Auteur ; Emily HELTERBRAND, Auteur ; Andrew TAIT, Auteur Article en page(s) : 101801 Langues : Anglais (eng) Mots-clés : Young adults Autism Physical health Mental health Transition Independence Index. décimale : PER Périodiques Résumé : Background Young adults with autism spectrum disorder’s (YA-ASD) ability to manage their healthcare needs is imperative as they transition to adult care. Method This study evaluated YA-ASD’s knowledge and care-seeking behavior for Physical and Mental Health (PH/MH) conditions. Caregivers (n?=?501), of YA-ASD 16–25 years completed surveys. This study examined the extent to which YA-ASD could describe and seek care for their physical and mental health conditions (i.e. describing and care-seeking behaviors). Multivariate analyses further evaluated YA-ASD’s ability to and predictors of describing and care-seeking behaviors. Results En ligne : https://doi.org/10.1016/j.rasd.2021.101801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 85 (July 2021) . - 101801[article] Investigating health-related knowledge and independence for physical and mental health conditions in young adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Nancy C. CHEAK-ZAMORA, Auteur ; Kerri P. NOWELL, Auteur ; Emily HELTERBRAND, Auteur ; Andrew TAIT, Auteur . - 101801.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 85 (July 2021) . - 101801
Mots-clés : Young adults Autism Physical health Mental health Transition Independence Index. décimale : PER Périodiques Résumé : Background Young adults with autism spectrum disorder’s (YA-ASD) ability to manage their healthcare needs is imperative as they transition to adult care. Method This study evaluated YA-ASD’s knowledge and care-seeking behavior for Physical and Mental Health (PH/MH) conditions. Caregivers (n?=?501), of YA-ASD 16–25 years completed surveys. This study examined the extent to which YA-ASD could describe and seek care for their physical and mental health conditions (i.e. describing and care-seeking behaviors). Multivariate analyses further evaluated YA-ASD’s ability to and predictors of describing and care-seeking behaviors. Results En ligne : https://doi.org/10.1016/j.rasd.2021.101801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 Promoting Task Accuracy and Independence in Students with Autism Across Educational Setting Through the Use of Individual Work Systems / Kara HUME in Journal of Autism and Developmental Disorders, 42-10 (October 2012)
[article]
Titre : Promoting Task Accuracy and Independence in Students with Autism Across Educational Setting Through the Use of Individual Work Systems Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Joshua B. PLAVNICK, Auteur ; Samuel L ODOM, Auteur Année de publication : 2012 Article en page(s) : p.2084-2099 Langues : Anglais (eng) Mots-clés : Autism Work systems Independence Accuracy Generalization Division TEACCH Index. décimale : PER Périodiques Résumé : Strategies that promote the independent demonstration of skills across educational settings are critical for improving the accessibility of general education settings for students with ASD. This research assessed the impact of an individual work system on the accuracy of task completion and level of adult prompting across educational setting. Student accuracy and adult prompting were measured in both special and general education settings during academic work periods. Work systems, an element of structured teaching developed by Division TEACCH, are organized sets of visual information that inform a student about participation in work areas. A multiple-probe-across-participants design was used to evaluate the effects of the individual work systems. All participants demonstrated increased accuracy yet required less adult support across special and general education settings. Results were maintained when measured during a 1-month follow-up probe. En ligne : http://dx.doi.org/10.1007/s10803-012-1457-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180
in Journal of Autism and Developmental Disorders > 42-10 (October 2012) . - p.2084-2099[article] Promoting Task Accuracy and Independence in Students with Autism Across Educational Setting Through the Use of Individual Work Systems [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Joshua B. PLAVNICK, Auteur ; Samuel L ODOM, Auteur . - 2012 . - p.2084-2099.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-10 (October 2012) . - p.2084-2099
Mots-clés : Autism Work systems Independence Accuracy Generalization Division TEACCH Index. décimale : PER Périodiques Résumé : Strategies that promote the independent demonstration of skills across educational settings are critical for improving the accessibility of general education settings for students with ASD. This research assessed the impact of an individual work system on the accuracy of task completion and level of adult prompting across educational setting. Student accuracy and adult prompting were measured in both special and general education settings during academic work periods. Work systems, an element of structured teaching developed by Division TEACCH, are organized sets of visual information that inform a student about participation in work areas. A multiple-probe-across-participants design was used to evaluate the effects of the individual work systems. All participants demonstrated increased accuracy yet required less adult support across special and general education settings. Results were maintained when measured during a 1-month follow-up probe. En ligne : http://dx.doi.org/10.1007/s10803-012-1457-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD / Amy D. SPRIGGS in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
[article]
Titre : Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Amy D. SPRIGGS, Auteur ; Victoria KNIGHT, Auteur ; Lauren SHERROW, Auteur Année de publication : 2015 Article en page(s) : p.3846-3861 Langues : Anglais (eng) Mots-clés : Modèles vidéo Technologie Visual activity schedules Video models Autism Independence Index. décimale : PER Périodiques Résumé : Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed. En ligne : http://dx.doi.org/10.1007/s10803-014-2315-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3846-3861[article] Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD [Texte imprimé et/ou numérique] / Amy D. SPRIGGS, Auteur ; Victoria KNIGHT, Auteur ; Lauren SHERROW, Auteur . - 2015 . - p.3846-3861.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3846-3861
Mots-clés : Modèles vidéo Technologie Visual activity schedules Video models Autism Independence Index. décimale : PER Périodiques Résumé : Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed. En ligne : http://dx.doi.org/10.1007/s10803-014-2315-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 Validation of the Health-Related Independence for Young Adults with Autism Spectrum Disorder Measure- Caregiver Version / Nancy C. CHEAK-ZAMORA in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
PermalinkDevelopmental delays in emotion regulation strategies in preschoolers with autism / Heather J. NUSKE in Autism Research, 10-11 (November 2017)
PermalinkEffects of Task Organization on the Independent Play of Students with Autism Spectrum Disorders / Sophia MAVROPOULOU in Journal of Autism and Developmental Disorders, 41-7 (July 2011)
PermalinkEvaluating the Effectiveness of Teacher-Implemented Video Prompting on an iPod Touch to Teach Food-Preparation Skills to High School Students With Autism Spectrum Disorders / Jesse W. JOHNSON in Focus on Autism and Other Developmental Disabilities, 28-3 (September 2013)
PermalinkSelf-determination in young adults with autism spectrum disorder / Nancy C. CHEAK-ZAMORA in Autism, 24-3 (April 2020)
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