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A component analysis of a behavioral skills training package used to teach conversation skills to young adults with autism spectrum and other developmental disorders / Lisa T. KORNACKI in Research in Autism Spectrum Disorders, 7-11 (November 2013)
[article]
Titre : A component analysis of a behavioral skills training package used to teach conversation skills to young adults with autism spectrum and other developmental disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lisa T. KORNACKI, Auteur ; Joel E. RINGDAHL, Auteur ; Anna SJOSTROM, Auteur ; Jodi E. NUERNBERGER, Auteur Article en page(s) : p.1370-1376 Langues : Anglais (eng) Mots-clés : Autism Social skills Conversation Behavioral skills training Task analysis Index. décimale : PER Périodiques Résumé : Abstract We conducted a component analysis of a behavioral skills training (BST) package to teach conversation skills to young adults with autism and/or developmental disorders. Performance following each component of the package was compared to a task analysis that included both vocal and non-vocal conversation skills, such as making comments related to the conversation topic, maintaining eye contact, maintaining and appropriate distance from the conversation partner. The components of the BST package included instructions, modeling of an appropriate conversation, rehearsal, rehearsal with feedback, in situ training with feedback provided to the participants in a private training room, and in situ training with feedback plus reinforcement. Results suggested unique components were correlated with acquisition of the conversation skills across participants. Results are presented as they relate to effective components of BST and implications for providing BST to individuals in clinical contexts. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215
in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1370-1376[article] A component analysis of a behavioral skills training package used to teach conversation skills to young adults with autism spectrum and other developmental disorders [Texte imprimé et/ou numérique] / Lisa T. KORNACKI, Auteur ; Joel E. RINGDAHL, Auteur ; Anna SJOSTROM, Auteur ; Jodi E. NUERNBERGER, Auteur . - p.1370-1376.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1370-1376
Mots-clés : Autism Social skills Conversation Behavioral skills training Task analysis Index. décimale : PER Périodiques Résumé : Abstract We conducted a component analysis of a behavioral skills training (BST) package to teach conversation skills to young adults with autism and/or developmental disorders. Performance following each component of the package was compared to a task analysis that included both vocal and non-vocal conversation skills, such as making comments related to the conversation topic, maintaining eye contact, maintaining and appropriate distance from the conversation partner. The components of the BST package included instructions, modeling of an appropriate conversation, rehearsal, rehearsal with feedback, in situ training with feedback provided to the participants in a private training room, and in situ training with feedback plus reinforcement. Results suggested unique components were correlated with acquisition of the conversation skills across participants. Results are presented as they relate to effective components of BST and implications for providing BST to individuals in clinical contexts. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 Using a behavioral skills training package to teach conversation skills to young adults with autism spectrum disorders / Jodi E. NUERNBERGER in Research in Autism Spectrum Disorders, 7-2 (February 2013)
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Titre : Using a behavioral skills training package to teach conversation skills to young adults with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jodi E. NUERNBERGER, Auteur ; Joel E. RINGDAHL, Auteur ; Kristina K. VARGO, Auteur ; Anna C. CRUMPECKER, Auteur ; Karl F. GUNNARSSON, Auteur Article en page(s) : p.411-417 Langues : Anglais (eng) Mots-clés : Autism Social skills Conversation Behavioral skills training Task analysis Index. décimale : PER Périodiques Résumé : A behavioral skills training package was used to teach vocal and non-vocal conversation skills to young adults with autism spectrum disorders. A task analysis was created and verified that included both vocal conversation skills such as making comments related to the conversation topic, and non-vocal conversation skills such as maintaining appropriate proximity. The behavioral skills training package included behavioral skills training, in situ training, and reinforcer delivery. Behavioral skills training involved delivering instructions, modeling of an appropriate conversation, and role-playing with the participants in a private training room. In situ training followed each successful role-play. Access to a preferred item/activity was provided for performing at or above the previous session. The training package was shown to be effective and effects maintained during four to eight week follow-up observations. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186
in Research in Autism Spectrum Disorders > 7-2 (February 2013) . - p.411-417[article] Using a behavioral skills training package to teach conversation skills to young adults with autism spectrum disorders [Texte imprimé et/ou numérique] / Jodi E. NUERNBERGER, Auteur ; Joel E. RINGDAHL, Auteur ; Kristina K. VARGO, Auteur ; Anna C. CRUMPECKER, Auteur ; Karl F. GUNNARSSON, Auteur . - p.411-417.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-2 (February 2013) . - p.411-417
Mots-clés : Autism Social skills Conversation Behavioral skills training Task analysis Index. décimale : PER Périodiques Résumé : A behavioral skills training package was used to teach vocal and non-vocal conversation skills to young adults with autism spectrum disorders. A task analysis was created and verified that included both vocal conversation skills such as making comments related to the conversation topic, and non-vocal conversation skills such as maintaining appropriate proximity. The behavioral skills training package included behavioral skills training, in situ training, and reinforcer delivery. Behavioral skills training involved delivering instructions, modeling of an appropriate conversation, and role-playing with the participants in a private training room. In situ training followed each successful role-play. Access to a preferred item/activity was provided for performing at or above the previous session. The training package was shown to be effective and effects maintained during four to eight week follow-up observations. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186
Titre : Adaptive Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan TARBOX, Auteur ; Angela PERSICKE, Auteur ; Ryan M. BERGSTROM, Auteur Année de publication : 2014 Importance : p.243-260 Langues : Anglais (eng) Mots-clés : autism teaching daily living skills practical guidance task analysis safety skills community skills Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching daily living skills, including personal, domestic, safety, and community skills. Practical guidance is given on teaching a variety of daily living skills, and sample task analyses are provided. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00013-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Adaptive [Texte imprimé et/ou numérique] / Jonathan TARBOX, Auteur ; Angela PERSICKE, Auteur ; Ryan M. BERGSTROM, Auteur . - 2014 . - p.243-260.
Langues : Anglais (eng)
Mots-clés : autism teaching daily living skills practical guidance task analysis safety skills community skills Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching daily living skills, including personal, domestic, safety, and community skills. Practical guidance is given on teaching a variety of daily living skills, and sample task analyses are provided. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00013-6 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 Brief Report: Clustered Forward Chaining with Embedded Mastery Probes to Teach Recipe Following / Kate T. CHAZIN in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
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Titre : Brief Report: Clustered Forward Chaining with Embedded Mastery Probes to Teach Recipe Following Type de document : Texte imprimé et/ou numérique Auteurs : Kate T. CHAZIN, Auteur ; Danielle N. BARTELMAY, Auteur ; Joseph M. LAMBERT, Auteur ; Nealetta J. HOUCHINS-JUAREZ, Auteur Article en page(s) : p.1249-1255 Langues : Anglais (eng) Mots-clés : Cooking Chaining Task analysis Autism Vocational training Index. décimale : PER Périodiques Résumé : This study evaluated the effectiveness of a clustered forward chaining (CFC) procedure to teach a 23-year-old male with autism to follow written recipes. CFC incorporates elements of forward chaining (FC) and total task chaining (TTC) by teaching a small number of steps (i.e., units) using TTC, introducing new units sequentially (akin to FC), and prompting through untrained steps. Results indicated that CFC was effective for teaching the participant to follow written recipes. Results maintained with therapist support for 3–5 weeks for all recipes, and maintained when therapist support was removed. En ligne : http://dx.doi.org/10.1007/s10803-017-3038-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1249-1255[article] Brief Report: Clustered Forward Chaining with Embedded Mastery Probes to Teach Recipe Following [Texte imprimé et/ou numérique] / Kate T. CHAZIN, Auteur ; Danielle N. BARTELMAY, Auteur ; Joseph M. LAMBERT, Auteur ; Nealetta J. HOUCHINS-JUAREZ, Auteur . - p.1249-1255.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1249-1255
Mots-clés : Cooking Chaining Task analysis Autism Vocational training Index. décimale : PER Périodiques Résumé : This study evaluated the effectiveness of a clustered forward chaining (CFC) procedure to teach a 23-year-old male with autism to follow written recipes. CFC incorporates elements of forward chaining (FC) and total task chaining (TTC) by teaching a small number of steps (i.e., units) using TTC, introducing new units sequentially (akin to FC), and prompting through untrained steps. Results indicated that CFC was effective for teaching the participant to follow written recipes. Results maintained with therapist support for 3–5 weeks for all recipes, and maintained when therapist support was removed. En ligne : http://dx.doi.org/10.1007/s10803-017-3038-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability / V. F. KNIGHT in Journal of Autism and Developmental Disorders, 48-7 (July 2018)
[article]
Titre : Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : V. F. KNIGHT, Auteur ; B. COLLINS, Auteur ; A. D. SPRIGGS, Auteur ; E. SARTINI, Auteur ; M. J. MACDONALD, Auteur Article en page(s) : p.2542-2557 Langues : Anglais (eng) Mots-clés : Access to the general education Autism spectrum disorder Intellectual disability Science education Scripted lesson plans Task analysis Index. décimale : PER Périodiques Résumé : Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3514-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2542-2557[article] Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / V. F. KNIGHT, Auteur ; B. COLLINS, Auteur ; A. D. SPRIGGS, Auteur ; E. SARTINI, Auteur ; M. J. MACDONALD, Auteur . - p.2542-2557.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2542-2557
Mots-clés : Access to the general education Autism spectrum disorder Intellectual disability Science education Scripted lesson plans Task analysis Index. décimale : PER Périodiques Résumé : Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3514-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367