1 recherche sur le mot-clé 'Technology-based instruction'

Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder / Julie L. THOMPSON in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2132-2148 Titre : Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Julie L. THOMPSON, Auteur ; Joshua B. PLAVNICK, Auteur ; Lori E. SKIBBE, Auteur ; M. Y. Savana BAK, Auteur ; Paul DOHER, Auteur Article en page(s) : p.2132-2148 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Learning  Reading  Students  Early reading  Headsprout® early reading  Multi-tiered systems of support  Technology-based instruction Index. décimale : PER Périodiques Résumé : We previously conducted a series of conceptual replications to parse out which-and to what degree-adaptations and individualized supports were needed for children to access and learn early reading skills using Headsprout®. Here we developed a systematic decision-making process for providing levels of support to individuals with autism who require additional instruction in order to access and/or advance through Headsprout®. Using a series of single-case AB, ABC, and multiple-baseline designs we examined strategies from our previous research and additional strategies iteratively developed during the study on six students with autism, all of whom demonstrated progression through Headsprout® and increased reading skills. We provide practical implications for teachers and suggestions to research these supports with other computer-based programs. En ligne : http://dx.doi.org/10.1007/s10803-021-05072-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Julie L. THOMPSON, Auteur ; Joshua B. PLAVNICK, Auteur ; Lori E. SKIBBE, Auteur ; M. Y. Savana BAK, Auteur ; Paul DOHER, Auteur . - p.2132-2148. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2132-2148 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Learning  Reading  Students  Early reading  Headsprout® early reading  Multi-tiered systems of support  Technology-based instruction Index. décimale : PER Périodiques Résumé : We previously conducted a series of conceptual replications to parse out which-and to what degree-adaptations and individualized supports were needed for children to access and learn early reading skills using Headsprout®. Here we developed a systematic decision-making process for providing levels of support to individuals with autism who require additional instruction in order to access and/or advance through Headsprout®. Using a series of single-case AB, ABC, and multiple-baseline designs we examined strategies from our previous research and additional strategies iteratively developed during the study on six students with autism, all of whom demonstrated progression through Headsprout® and increased reading skills. We provide practical implications for teachers and suggestions to research these supports with other computer-based programs. En ligne : http://dx.doi.org/10.1007/s10803-021-05072-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476