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Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention / Whitney J. DETAR in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)
[article]
Titre : Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Whitney J. DETAR, Auteur ; Ty W. VERNON, Auteur Article en page(s) : p.208-220 Langues : Anglais (eng) Mots-clés : Adults with autism spectrum disorder video modeling video feedback question-asking social initiations social skills Index. décimale : PER Périodiques Résumé : Social conversational vulnerabilities associated with autism spectrum disorders (ASDs) generally persist into young adulthood and have a detrimental impact on short- and long-term academic, vocational, and interpersonal success. In light of these challenges, there is a growing need for targeted interventions to improve the social competencies of this population. The current study examined the effects of a video-feedback intervention that targeted a key social conversational skill—making social initiations to one’s conversational partner. A multiple-baseline research design across three college students with ASD indicated that the use of video feedback to target question-asking initiations was associated with improvements in (a) total questions asked, (b) conversational pauses, (c) nonperseverative discussion, (d) conversational reciprocity, and (e) perceived confidence. These findings generalized across contexts and conversation partners, suggesting that this intervention strategy may hold promise for promoting key social competencies in young adults with ASD. En ligne : http://dx.doi.org/10.1177/1088357620943506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.208-220[article] Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention [Texte imprimé et/ou numérique] / Whitney J. DETAR, Auteur ; Ty W. VERNON, Auteur . - p.208-220.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.208-220
Mots-clés : Adults with autism spectrum disorder video modeling video feedback question-asking social initiations social skills Index. décimale : PER Périodiques Résumé : Social conversational vulnerabilities associated with autism spectrum disorders (ASDs) generally persist into young adulthood and have a detrimental impact on short- and long-term academic, vocational, and interpersonal success. In light of these challenges, there is a growing need for targeted interventions to improve the social competencies of this population. The current study examined the effects of a video-feedback intervention that targeted a key social conversational skill—making social initiations to one’s conversational partner. A multiple-baseline research design across three college students with ASD indicated that the use of video feedback to target question-asking initiations was associated with improvements in (a) total questions asked, (b) conversational pauses, (c) nonperseverative discussion, (d) conversational reciprocity, and (e) perceived confidence. These findings generalized across contexts and conversation partners, suggesting that this intervention strategy may hold promise for promoting key social competencies in young adults with ASD. En ligne : http://dx.doi.org/10.1177/1088357620943506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package / Suzanne Elaine ROBINSON in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)
[article]
Titre : Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package Type de document : Texte imprimé et/ou numérique Auteurs : Suzanne Elaine ROBINSON, Auteur Année de publication : 2011 Article en page(s) : p.105-118 Langues : Anglais (eng) Mots-clés : paraprofessionals autism Pivotal Response Treatment social communication inclusion video feedback Index. décimale : PER Périodiques Résumé : Given that students with autism spend the majority of their days in school settings, largely supported by paraprofessionals, it is important that these paraprofessionals receive adequate training. The author investigated a training package consisting of modeling and video-based feedback as a means of enabling paraprofessionals to implement Pivotal Response Treatment (PRT) in the inclusive school setting. A multiple baseline design across four paraprofessional -focal student pairs was employed. The findings suggest that the training package was effective and efficient in improving paraprofessional PRT implementation and levels of involvement as well as social communication target behaviors of the students with autism. Generalization across activities and students, maintenance, and social validity were also assessed. En ligne : http://dx.doi.org/10.1177/1088357611407063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127
in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.105-118[article] Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package [Texte imprimé et/ou numérique] / Suzanne Elaine ROBINSON, Auteur . - 2011 . - p.105-118.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.105-118
Mots-clés : paraprofessionals autism Pivotal Response Treatment social communication inclusion video feedback Index. décimale : PER Périodiques Résumé : Given that students with autism spend the majority of their days in school settings, largely supported by paraprofessionals, it is important that these paraprofessionals receive adequate training. The author investigated a training package consisting of modeling and video-based feedback as a means of enabling paraprofessionals to implement Pivotal Response Treatment (PRT) in the inclusive school setting. A multiple baseline design across four paraprofessional -focal student pairs was employed. The findings suggest that the training package was effective and efficient in improving paraprofessional PRT implementation and levels of involvement as well as social communication target behaviors of the students with autism. Generalization across activities and students, maintenance, and social validity were also assessed. En ligne : http://dx.doi.org/10.1177/1088357611407063 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback / Lema KABASHI in Autism - Open Access, 7-3 ([01/06/2017])
[article]
Titre : Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback Type de document : Texte imprimé et/ou numérique Auteurs : Lema KABASHI, Auteur ; Louise A. KACZMAREK, Auteur Article en page(s) : 8 p. Langues : Anglais (eng) Mots-clés : Autism Children mands Greeting Video self-modeling Video feedback Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the efficacy of video self-modeling with video feedback using iPads for establishing mands and greeting to peers in three young children with autism using a multiple probe single subject design across participants. Findings demonstrated that the intervention was effective for improving the target behaviors of two of the three participants. Independent mands generalized and were maintained, both short and long term, for two participants. Greetings generalized and were maintained in the short-term for one participant. Social validity results indicated that the raters viewed the intervention as beneficial for improving mands and greetings to peers. En ligne : https://dx.doi.org/10.4172/2165-7890.1000212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Autism - Open Access > 7-3 [01/06/2017] . - 8 p.[article] Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback [Texte imprimé et/ou numérique] / Lema KABASHI, Auteur ; Louise A. KACZMAREK, Auteur . - 8 p.
Langues : Anglais (eng)
in Autism - Open Access > 7-3 [01/06/2017] . - 8 p.
Mots-clés : Autism Children mands Greeting Video self-modeling Video feedback Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the efficacy of video self-modeling with video feedback using iPads for establishing mands and greeting to peers in three young children with autism using a multiple probe single subject design across participants. Findings demonstrated that the intervention was effective for improving the target behaviors of two of the three participants. Independent mands generalized and were maintained, both short and long term, for two participants. Greetings generalized and were maintained in the short-term for one participant. Social validity results indicated that the raters viewed the intervention as beneficial for improving mands and greetings to peers. En ligne : https://dx.doi.org/10.4172/2165-7890.1000212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410