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Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency and Comprehension in Children with Autism / Rachael EGARR in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency and Comprehension in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Rachael EGARR, Auteur ; Catherine STOREY, Auteur Article en page(s) : p.3366-3382 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/therapy Autistic Disorder Child Comprehension Humans Reading Students Feedforward video self-modelling Fluency Talking mats Video modelling Video self-modelling This study was completed in partial fulfilment of a Masters in Applied Behaviour Analysis. This research was unfunded and the authors have no known conflict of interest. Index. décimale : PER Périodiques Résumé : Video modelling (VM) interventions have been used to improve the fluency of individuals with learning disabilities and reading difficulties; this study aimed to replicate these findings with autism spectrum disorder (ASD) students. Four children with ASD (aged between 8 and 15) experienced two VM interventions, across 10 sessions, during an alternating treatments design: VM using a teacher model, and feedforward video self-modelling (FFVSM) where the student acted as the model. For two participants, FFVSM was found to be an effective intervention but overall, results for both interventions were inconsistent with previous research. Talking Mats Interviews were used to include these individuals within the social validation process of behavioural research. En ligne : http://dx.doi.org/10.1007/s10803-021-05217-z 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.3366-3382[article] Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency and Comprehension in Children with Autism [Texte imprimé et/ou numérique] / Rachael EGARR, Auteur ; Catherine STOREY, Auteur . - p.3366-3382.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3366-3382
Mots-clés : Adolescent Autism Spectrum Disorder/therapy Autistic Disorder Child Comprehension Humans Reading Students Feedforward video self-modelling Fluency Talking mats Video modelling Video self-modelling This study was completed in partial fulfilment of a Masters in Applied Behaviour Analysis. This research was unfunded and the authors have no known conflict of interest. Index. décimale : PER Périodiques Résumé : Video modelling (VM) interventions have been used to improve the fluency of individuals with learning disabilities and reading difficulties; this study aimed to replicate these findings with autism spectrum disorder (ASD) students. Four children with ASD (aged between 8 and 15) experienced two VM interventions, across 10 sessions, during an alternating treatments design: VM using a teacher model, and feedforward video self-modelling (FFVSM) where the student acted as the model. For two participants, FFVSM was found to be an effective intervention but overall, results for both interventions were inconsistent with previous research. Talking Mats Interviews were used to include these individuals within the social validation process of behavioural research. En ligne : http://dx.doi.org/10.1007/s10803-021-05217-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder / Cally KENT in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
[article]
Titre : Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Cally KENT, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Sarah WILKES-GILLAN, Auteur ; Anita BUNDY, Auteur Article en page(s) : p.2860-2873 Langues : Anglais (eng) Mots-clés : Autism Intervention Peers Play Video modelling Index. décimale : PER Périodiques Résumé : Peer-mediated interventions (PMIs) are often used to support children with autism spectrum disorder (ASD) to develop social skills. However, more investigation is needed to better understand the role of peers as both intervention recipients and models. Sixty-five typically developing peers who participated in a PMI for children with ASD were investigated using a randomised control trial. Play sessions of the dyads were scored using the Test of Playfulness. Results showed a significant moderate intervention effect for the peers from pre- to post-intervention; outcomes for children with ASD were not influenced by peer characteristics; and, the children demonstrated a similar pattern of play interaction. Implications for practice are discussed.Clinical Trials Registry Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04387-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2860-2873[article] Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Cally KENT, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Sarah WILKES-GILLAN, Auteur ; Anita BUNDY, Auteur . - p.2860-2873.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2860-2873
Mots-clés : Autism Intervention Peers Play Video modelling Index. décimale : PER Périodiques Résumé : Peer-mediated interventions (PMIs) are often used to support children with autism spectrum disorder (ASD) to develop social skills. However, more investigation is needed to better understand the role of peers as both intervention recipients and models. Sixty-five typically developing peers who participated in a PMI for children with ASD were investigated using a randomised control trial. Play sessions of the dyads were scored using the Test of Playfulness. Results showed a significant moderate intervention effect for the peers from pre- to post-intervention; outcomes for children with ASD were not influenced by peer characteristics; and, the children demonstrated a similar pattern of play interaction. Implications for practice are discussed.Clinical Trials Registry Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04387-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428