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A review of video modeling to teach STEM to students with autism and intellectual disability / John C. WRIGHT in Research in Autism Spectrum Disorders, 70 (February 2020)
[article]
Titre : A review of video modeling to teach STEM to students with autism and intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : John C. WRIGHT, Auteur ; Victoria F. KNIGHT, Auteur ; Erin E. BARTON, Auteur Article en page(s) : p.101476 Langues : Anglais (eng) Mots-clés : Autism Video modeling Intellectual disability Academic skills STEM Index. décimale : PER Périodiques Résumé : Background Not only is video modeling an evidence-based practice to teach social/communication, functional, and daily living skills to students with autism spectrum disorder, but use of video models are beneficial due to reusable and portable technology. The efficacy of video modeling for teaching science, technology, engineering, and math skills (STEM) for this population, however, has not yet been evaluated. Method In this systematic literature review, we examined the use of video modeling to teach STEM skills to students with autism and intellectual disability. Ten studies met inclusion criteria. Results Although we found insufficient evidence for using video modeling to teach science, technology, and engineering skills; video modeling was effective for teaching mathematics to individuals with autism and intellectual disability. Conclusion Additional research is needed using video modeling to teach STEM skills to establish a comprehensive understanding of how video modeling could be effective for teaching STEM skills to students with autism and intellectual disability. En ligne : https://doi.org/10.1016/j.rasd.2019.101476 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101476[article] A review of video modeling to teach STEM to students with autism and intellectual disability [Texte imprimé et/ou numérique] / John C. WRIGHT, Auteur ; Victoria F. KNIGHT, Auteur ; Erin E. BARTON, Auteur . - p.101476.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101476
Mots-clés : Autism Video modeling Intellectual disability Academic skills STEM Index. décimale : PER Périodiques Résumé : Background Not only is video modeling an evidence-based practice to teach social/communication, functional, and daily living skills to students with autism spectrum disorder, but use of video models are beneficial due to reusable and portable technology. The efficacy of video modeling for teaching science, technology, engineering, and math skills (STEM) for this population, however, has not yet been evaluated. Method In this systematic literature review, we examined the use of video modeling to teach STEM skills to students with autism and intellectual disability. Ten studies met inclusion criteria. Results Although we found insufficient evidence for using video modeling to teach science, technology, and engineering skills; video modeling was effective for teaching mathematics to individuals with autism and intellectual disability. Conclusion Additional research is needed using video modeling to teach STEM skills to establish a comprehensive understanding of how video modeling could be effective for teaching STEM skills to students with autism and intellectual disability. En ligne : https://doi.org/10.1016/j.rasd.2019.101476 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program / Yu-Lun CHEN in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program Type de document : Texte imprimé et/ou numérique Auteurs : Yu-Lun CHEN, Auteur ; Kavitha MURTHI, Auteur ; Wendy MARTIN, Auteur ; Regan VIDIKSIS, Auteur ; Ariana RICCIO, Auteur ; Kristie PATTEN, Auteur Article en page(s) : p.3574-3585 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Humans Parents Qualitative Research School Teachers Schools Students Adolescents Engineering Stem School-based intervention Strength-based Youth research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Many youth on the autism spectrum possess interests and strengths for STEM-related postsecondary pathways, yet there are few research-based programs to support those interests and competencies including complex problem solving and social communication. This qualitative study explored the experiences and perceived outcomes of students, teachers, and parents participating in an inclusive, strength-based, extracurricular engineering design program entitled the IDEAS Maker Club. Twenty-six students, 13 parents, and nine teachers in the program completed interviews and program logs while researchers conducted classroom observations over 2 years. Thematic analysis identified five common themes: (1) positive student experience and engagement, (2) skills acquisition, (3) development of interest in STEM and related careers, (4) social relationships and community, and (5) safe spaces that supported self-determination. En ligne : http://dx.doi.org/10.1007/s10803-021-05230-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3574-3585[article] Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program [Texte imprimé et/ou numérique] / Yu-Lun CHEN, Auteur ; Kavitha MURTHI, Auteur ; Wendy MARTIN, Auteur ; Regan VIDIKSIS, Auteur ; Ariana RICCIO, Auteur ; Kristie PATTEN, Auteur . - p.3574-3585.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3574-3585
Mots-clés : Adolescent Autism Spectrum Disorder Humans Parents Qualitative Research School Teachers Schools Students Adolescents Engineering Stem School-based intervention Strength-based Youth research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Many youth on the autism spectrum possess interests and strengths for STEM-related postsecondary pathways, yet there are few research-based programs to support those interests and competencies including complex problem solving and social communication. This qualitative study explored the experiences and perceived outcomes of students, teachers, and parents participating in an inclusive, strength-based, extracurricular engineering design program entitled the IDEAS Maker Club. Twenty-six students, 13 parents, and nine teachers in the program completed interviews and program logs while researchers conducted classroom observations over 2 years. Thematic analysis identified five common themes: (1) positive student experience and engagement, (2) skills acquisition, (3) development of interest in STEM and related careers, (4) social relationships and community, and (5) safe spaces that supported self-determination. En ligne : http://dx.doi.org/10.1007/s10803-021-05230-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Teaching Digital, Block-Based Coding of Robots to High School Students with Autism Spectrum Disorder and Challenging Behavior / V. F. KNIGHT in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
[article]
Titre : Teaching Digital, Block-Based Coding of Robots to High School Students with Autism Spectrum Disorder and Challenging Behavior Type de document : Texte imprimé et/ou numérique Auteurs : V. F. KNIGHT, Auteur ; J. WRIGHT, Auteur ; K. WILSON, Auteur ; A. HOOPER, Auteur Article en page(s) : p.3113-3126 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Coding Emotional behavior disorder Programming Robotics Stem Index. décimale : PER Périodiques Résumé : The use of robots to teach students with autism spectrum disorder communication skills has basis in the literature; however, research investigating the effects of teaching coding or programming of robotics to promote learning in STEM to this population has not yet been conducted. The purpose of the current study was to evaluate the effects of teaching one code explicitly, using model-lead-test on the following dependent variables: (a) acquisition of the explicitly-taught code (i.e., robotic movement); (b) generalization of the explicitly-taught code to other novel codes (i.e., robotic sounds, light effects, complex movements), and (c) self-generated novel sets of codes. Results of the multiple probe across participants design demonstrate that all three students with ASD and challenging behaviors were able to acquire the initial code, generalize the initial code to novel codes, and self-generate (i.e., create, test, and evaluate) their own coding. Implications for practitioners, study limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04033-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3113-3126[article] Teaching Digital, Block-Based Coding of Robots to High School Students with Autism Spectrum Disorder and Challenging Behavior [Texte imprimé et/ou numérique] / V. F. KNIGHT, Auteur ; J. WRIGHT, Auteur ; K. WILSON, Auteur ; A. HOOPER, Auteur . - p.3113-3126.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3113-3126
Mots-clés : Autism spectrum disorder Coding Emotional behavior disorder Programming Robotics Stem Index. décimale : PER Périodiques Résumé : The use of robots to teach students with autism spectrum disorder communication skills has basis in the literature; however, research investigating the effects of teaching coding or programming of robotics to promote learning in STEM to this population has not yet been conducted. The purpose of the current study was to evaluate the effects of teaching one code explicitly, using model-lead-test on the following dependent variables: (a) acquisition of the explicitly-taught code (i.e., robotic movement); (b) generalization of the explicitly-taught code to other novel codes (i.e., robotic sounds, light effects, complex movements), and (c) self-generated novel sets of codes. Results of the multiple probe across participants design demonstrate that all three students with ASD and challenging behaviors were able to acquire the initial code, generalize the initial code to novel codes, and self-generate (i.e., create, test, and evaluate) their own coding. Implications for practitioners, study limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04033-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 Teaching Robotics Coding to a Student with ASD and Severe Problem Behavior / V. F. KNIGHT in Journal of Autism and Developmental Disorders, 49-6 (June 2019)
[article]
Titre : Teaching Robotics Coding to a Student with ASD and Severe Problem Behavior Type de document : Texte imprimé et/ou numérique Auteurs : V. F. KNIGHT, Auteur ; J. WRIGHT, Auteur ; A. DEFREESE, Auteur Article en page(s) : p.2632-2636 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Coding Emotional behavior disorder Programming Robotics Stem Index. décimale : PER Périodiques Résumé : Research on teaching STEM, especially in the areas of teaching coding for students with ASD, is lacking. The purpose of the current study was to evaluate the effects of using model-lead-test to teach an elementary-aged student with ASD and severe problem behavior the following dependent variables: (a) calibrating the robot; (b) drawing tracks for the robot to follow; and (c) creating a code (e.g., to make the robot move quickly). Results of the multiple probe across skills design demonstrate a functional relation between the model-lead-test strategy and the acquisition of all of the skills. Further, he generalized the coding skill to novel codes, and maintained the skills over time. Implications, study limitations, and recommendations for future research are discussed. En ligne : https://dx.doi.org/10.1007/s10803-019-03888-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400
in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2632-2636[article] Teaching Robotics Coding to a Student with ASD and Severe Problem Behavior [Texte imprimé et/ou numérique] / V. F. KNIGHT, Auteur ; J. WRIGHT, Auteur ; A. DEFREESE, Auteur . - p.2632-2636.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2632-2636
Mots-clés : Autism spectrum disorder Coding Emotional behavior disorder Programming Robotics Stem Index. décimale : PER Périodiques Résumé : Research on teaching STEM, especially in the areas of teaching coding for students with ASD, is lacking. The purpose of the current study was to evaluate the effects of using model-lead-test to teach an elementary-aged student with ASD and severe problem behavior the following dependent variables: (a) calibrating the robot; (b) drawing tracks for the robot to follow; and (c) creating a code (e.g., to make the robot move quickly). Results of the multiple probe across skills design demonstrate a functional relation between the model-lead-test strategy and the acquisition of all of the skills. Further, he generalized the coding skill to novel codes, and maintained the skills over time. Implications, study limitations, and recommendations for future research are discussed. En ligne : https://dx.doi.org/10.1007/s10803-019-03888-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400