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Developing Social Communication Skills Using Dual First-Person Video Recording Glasses: A Novel Intervention for Adolescents with Autism / Sarah HURWITZ in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
[article]
Titre : Developing Social Communication Skills Using Dual First-Person Video Recording Glasses: A Novel Intervention for Adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sarah HURWITZ, Auteur ; Tybytha RYAN, Auteur ; Daniel P KENNEDY, Auteur Article en page(s) : p.904-915 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Conversation Multiple baseline design Social skills Video recording glasses Video self-modeling Index. décimale : PER Périodiques Résumé : Adolescents with autism often experience pronounced difficulties with social communication, and novel interventions designed to improve core abilities are greatly needed. This study examines if providing immediate video feedback, an extension of video self-modeling, can aid adolescents with autism to self-identify strengths and irregularities from their social interactions. Using multiple baseline design across four participants, individuals engaged in naturalistic conversations wearing video recording glasses. During the intervention, videos were reviewed immediately and participants recognized when they were not following typical social-communicative convention. Based on observational data coded from videos, all four participants modified their behavior during subsequent conversations. Although adolescents with autism may hypothetically know to behave, viewing themselves on video may provide practical cues to support social insight and behavioral change. En ligne : http://dx.doi.org/10.1007/s10803-019-04312-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.904-915[article] Developing Social Communication Skills Using Dual First-Person Video Recording Glasses: A Novel Intervention for Adolescents with Autism [Texte imprimé et/ou numérique] / Sarah HURWITZ, Auteur ; Tybytha RYAN, Auteur ; Daniel P KENNEDY, Auteur . - p.904-915.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.904-915
Mots-clés : Autism spectrum disorder Conversation Multiple baseline design Social skills Video recording glasses Video self-modeling Index. décimale : PER Périodiques Résumé : Adolescents with autism often experience pronounced difficulties with social communication, and novel interventions designed to improve core abilities are greatly needed. This study examines if providing immediate video feedback, an extension of video self-modeling, can aid adolescents with autism to self-identify strengths and irregularities from their social interactions. Using multiple baseline design across four participants, individuals engaged in naturalistic conversations wearing video recording glasses. During the intervention, videos were reviewed immediately and participants recognized when they were not following typical social-communicative convention. Based on observational data coded from videos, all four participants modified their behavior during subsequent conversations. Although adolescents with autism may hypothetically know to behave, viewing themselves on video may provide practical cues to support social insight and behavioral change. En ligne : http://dx.doi.org/10.1007/s10803-019-04312-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 Improving the Use of Evidence-Based Instructional Practices for Paraprofessionals / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)
[article]
Titre : Improving the Use of Evidence-Based Instructional Practices for Paraprofessionals Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; Kathleen N. ZIMMERMAN, Auteur ; Emilee R. HARBIN, Auteur ; Sarah E. WARD, Auteur Année de publication : 2018 Article en page(s) : p.206-216 Langues : Anglais (eng) Mots-clés : coaching multiple baseline design implementation paraprofessionals Index. décimale : PER Périodiques Résumé : Coaching has been shown to improve the use of evidence-based instructional practices (EBIPs), but relatively few studies have been conducted to assess the effectiveness of coaching for adults belonging to minority groups and paraprofessionals in public elementary school settings. In this study, a multiple probe design across participants was used to assess the effectiveness of coaching and the provision of feedback on the use of prompting procedures and associated practices for three adults supporting three young students with autism in a self-contained elementary school setting. Results showed improved use of target practices and increased student engagement. More research is needed regarding the training and coaching of teaching teams and the use of evidence-based coaching and feedback practices to assist paraprofessionals in implementing EBIPs with small groups of students and in a variety of educational settings. En ligne : http://dx.doi.org/10.1177/1088357617699178 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.206-216[article] Improving the Use of Evidence-Based Instructional Practices for Paraprofessionals [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Kathleen N. ZIMMERMAN, Auteur ; Emilee R. HARBIN, Auteur ; Sarah E. WARD, Auteur . - 2018 . - p.206-216.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.206-216
Mots-clés : coaching multiple baseline design implementation paraprofessionals Index. décimale : PER Périodiques Résumé : Coaching has been shown to improve the use of evidence-based instructional practices (EBIPs), but relatively few studies have been conducted to assess the effectiveness of coaching for adults belonging to minority groups and paraprofessionals in public elementary school settings. In this study, a multiple probe design across participants was used to assess the effectiveness of coaching and the provision of feedback on the use of prompting procedures and associated practices for three adults supporting three young students with autism in a self-contained elementary school setting. Results showed improved use of target practices and increased student engagement. More research is needed regarding the training and coaching of teaching teams and the use of evidence-based coaching and feedback practices to assist paraprofessionals in implementing EBIPs with small groups of students and in a variety of educational settings. En ligne : http://dx.doi.org/10.1177/1088357617699178 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 Status of single-case research designs for evidence-based practice / Johnny L. MATSON in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
[article]
Titre : Status of single-case research designs for evidence-based practice Type de document : Texte imprimé et/ou numérique Auteurs : Johnny L. MATSON, Auteur ; Nicole C. TURYGIN, Auteur ; Jennifer BEIGHLEY, Auteur ; Michael L. MATSON, Auteur Année de publication : 2012 Article en page(s) : p.931-938 Langues : Anglais (eng) Mots-clés : Single-case designs Random stimulus design Autism Applied behavior analysis Multiple baseline design Reversal design Index. décimale : PER Périodiques Résumé : The single-case research design has become a paradoxical methodology in the applied sciences. While various experimental designs have been in place for over 50 years, there has not been wide acceptance of single-case methodology outside clinical and school psychology, or the field of special education. These methods were developed in the U.S.A., and their acceptance internationally has been even slower. The development and popularity of applied behavior analysis for persons with intellectual disabilities and the tremendously popular field of autism, and single-case designs have been very closely inter-related and have helped spread the use of single-case designs. The purpose of this paper is to review the history, types of designs, and their maturation in the applied fields of mental health and special education. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.008 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.931-938[article] Status of single-case research designs for evidence-based practice [Texte imprimé et/ou numérique] / Johnny L. MATSON, Auteur ; Nicole C. TURYGIN, Auteur ; Jennifer BEIGHLEY, Auteur ; Michael L. MATSON, Auteur . - 2012 . - p.931-938.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.931-938
Mots-clés : Single-case designs Random stimulus design Autism Applied behavior analysis Multiple baseline design Reversal design Index. décimale : PER Périodiques Résumé : The single-case research design has become a paradoxical methodology in the applied sciences. While various experimental designs have been in place for over 50 years, there has not been wide acceptance of single-case methodology outside clinical and school psychology, or the field of special education. These methods were developed in the U.S.A., and their acceptance internationally has been even slower. The development and popularity of applied behavior analysis for persons with intellectual disabilities and the tremendously popular field of autism, and single-case designs have been very closely inter-related and have helped spread the use of single-case designs. The purpose of this paper is to review the history, types of designs, and their maturation in the applied fields of mental health and special education. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150