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Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings / V. F. KNIGHT in Journal of Autism and Developmental Disorders, 48-6 (June 2018)
[article]
Titre : Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings Type de document : Texte imprimé et/ou numérique Auteurs : V. F. KNIGHT, Auteur ; E. M. KUNTZ, Auteur ; M. BROWN, Auteur Article en page(s) : p.2203-2216 Langues : Anglais (eng) Mots-clés : Autism Core content academics Inclusion Intellectual disability Paraprofessionals Video prompting Index. décimale : PER Périodiques Résumé : Video prompting is effective for teaching a variety of skills (e.g., daily living, communication) to students with autism and intellectual disability; yet, little research exists on the efficacy of these strategies on academic skills, in inclusive settings, and with typical intervention agents. Authors collaborated with paraprofessionals to select socially important academic skills (i.e., literacy, social studies, science, and math) aligned with students' IEPs and content taught in their inclusive classes. Results from the multiple probe across participants and skills design indicated a functional relation between the paraprofessional-delivered video prompting and correct responding to academic tasks for all three elementary students with autism and intellectual disability. Implications for practitioners, study limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3476-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2203-2216[article] Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings [Texte imprimé et/ou numérique] / V. F. KNIGHT, Auteur ; E. M. KUNTZ, Auteur ; M. BROWN, Auteur . - p.2203-2216.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2203-2216
Mots-clés : Autism Core content academics Inclusion Intellectual disability Paraprofessionals Video prompting Index. décimale : PER Périodiques Résumé : Video prompting is effective for teaching a variety of skills (e.g., daily living, communication) to students with autism and intellectual disability; yet, little research exists on the efficacy of these strategies on academic skills, in inclusive settings, and with typical intervention agents. Authors collaborated with paraprofessionals to select socially important academic skills (i.e., literacy, social studies, science, and math) aligned with students' IEPs and content taught in their inclusive classes. Results from the multiple probe across participants and skills design indicated a functional relation between the paraprofessional-delivered video prompting and correct responding to academic tasks for all three elementary students with autism and intellectual disability. Implications for practitioners, study limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3476-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 A Comparison of Video Prompting to Least-to-Most Prompting among Children with Autism and Intellectual Disability / Mashal Salman ALJEHANY in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
[article]
Titre : A Comparison of Video Prompting to Least-to-Most Prompting among Children with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Mashal Salman ALJEHANY, Auteur ; Kyle D. BENNETT, Auteur Article en page(s) : p.1714-1724 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Intellectual disability Least-to-most prompting Office tasks Video prompting Vocational tasks Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) and intellectual disability (ID) may experience challenges when learning tasks that are complex and require numerous steps. This difficulty can lead to employment issues for this population of learners. Therefore, researchers have explored methods to teach employment-related tasks to students with ASD and ID. Two such procedures are video prompting (VP) and least-to-most prompting. These procedures are frequently combined as an intervention package to boost student responding. The purpose of this study was to explore which of these interventions was more effective and efficient when used to teach office tasks to individuals with ASD and ID. Three adolescent students participated in this study. Using the adapted alternating treatments design, we found that VP was more effective and efficient for two participants, whereas least-to-most prompting was more effective but less efficient for the remaining participant. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-03929-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1714-1724[article] A Comparison of Video Prompting to Least-to-Most Prompting among Children with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Mashal Salman ALJEHANY, Auteur ; Kyle D. BENNETT, Auteur . - p.1714-1724.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1714-1724
Mots-clés : Autism spectrum disorder Intellectual disability Least-to-most prompting Office tasks Video prompting Vocational tasks Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) and intellectual disability (ID) may experience challenges when learning tasks that are complex and require numerous steps. This difficulty can lead to employment issues for this population of learners. Therefore, researchers have explored methods to teach employment-related tasks to students with ASD and ID. Two such procedures are video prompting (VP) and least-to-most prompting. These procedures are frequently combined as an intervention package to boost student responding. The purpose of this study was to explore which of these interventions was more effective and efficient when used to teach office tasks to individuals with ASD and ID. Three adolescent students participated in this study. Using the adapted alternating treatments design, we found that VP was more effective and efficient for two participants, whereas least-to-most prompting was more effective but less efficient for the remaining participant. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-03929-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with Autism / Kyle D. BENNETT in Research in Autism Spectrum Disorders, 7-10 (October 2013)
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Titre : A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kyle D. BENNETT, Auteur ; Anibal GUTIERREZ, Auteur ; Toby HONSBERGER, Auteur Article en page(s) : p.1273-1281 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Video prompting Employment training Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare the effects of video prompting with and without voice-over narration on the acquisition of clerical skills among five secondary students with Autism Spectrum Disorder. We used an adapted alternating treatments design consisting of baseline, comparison, and best treatment conditions. Results showed there were negligible differences between video prompting with or without voice-over narration. However, participants indicated differing preferences for one method over the other. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Research in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1273-1281[article] A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with Autism [Texte imprimé et/ou numérique] / Kyle D. BENNETT, Auteur ; Anibal GUTIERREZ, Auteur ; Toby HONSBERGER, Auteur . - p.1273-1281.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1273-1281
Mots-clés : Autism Spectrum Disorder Video prompting Employment training Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare the effects of video prompting with and without voice-over narration on the acquisition of clerical skills among five secondary students with Autism Spectrum Disorder. We used an adapted alternating treatments design consisting of baseline, comparison, and best treatment conditions. Results showed there were negligible differences between video prompting with or without voice-over narration. However, participants indicated differing preferences for one method over the other. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 Examining the Effects of Parent-Created and Parent-Implemented Video Prompting to Teach Daily Living Skills to an Adolescent with Autism / G. YAKUBOVA in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
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Titre : Examining the Effects of Parent-Created and Parent-Implemented Video Prompting to Teach Daily Living Skills to an Adolescent with Autism Type de document : Texte imprimé et/ou numérique Auteurs : G. YAKUBOVA, Auteur ; B. B. CHEN, Auteur Article en page(s) : p.4679-4691 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/therapy Autistic Disorder Child Humans Learning Mentoring Parents Autism spectrum disorder Daily living skills Parent training Video prompting of interest. Index. décimale : PER Périodiques Résumé : Teaching parents how to create their own video-prompting (VP) and implement it to help their children learn daily living tasks at home can be empowering for parents. Using a multiple probe across three tasks design, we examined the effects of parent-created and parent-implemented VP and error correction strategy on teaching three daily living tasks to a 14-year-old child with autism spectrum disorder (ASD). Following a one-time training and continuous coaching, a parent successfully created a VP intervention for all three tasks and implemented VP with error correction with high fidelity. Following the intervention implementation, the child with ASD learned to complete daily living tasks with high levels of accuracy and maintained task completion at a 1-week follow-up. En ligne : http://dx.doi.org/10.1007/s10803-021-04913-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4679-4691[article] Examining the Effects of Parent-Created and Parent-Implemented Video Prompting to Teach Daily Living Skills to an Adolescent with Autism [Texte imprimé et/ou numérique] / G. YAKUBOVA, Auteur ; B. B. CHEN, Auteur . - p.4679-4691.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4679-4691
Mots-clés : Adolescent Autism Spectrum Disorder/therapy Autistic Disorder Child Humans Learning Mentoring Parents Autism spectrum disorder Daily living skills Parent training Video prompting of interest. Index. décimale : PER Périodiques Résumé : Teaching parents how to create their own video-prompting (VP) and implement it to help their children learn daily living tasks at home can be empowering for parents. Using a multiple probe across three tasks design, we examined the effects of parent-created and parent-implemented VP and error correction strategy on teaching three daily living tasks to a 14-year-old child with autism spectrum disorder (ASD). Following a one-time training and continuous coaching, a parent successfully created a VP intervention for all three tasks and implemented VP with error correction with high fidelity. Following the intervention implementation, the child with ASD learned to complete daily living tasks with high levels of accuracy and maintained task completion at a 1-week follow-up. En ligne : http://dx.doi.org/10.1007/s10803-021-04913-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting / Elisa CRUZ-TORRES in Journal of Autism and Developmental Disorders, 50-1 (January 2020)
[article]
Titre : Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting Type de document : Texte imprimé et/ou numérique Auteurs : Elisa CRUZ-TORRES, Auteur ; Mary Louise DUFFY, Auteur ; Michael P. BRADY, Auteur ; Kyle D. BENNETT, Auteur ; Peggy GOLDSTEIN, Auteur Article en page(s) : p.212-223 Langues : Anglais (eng) Mots-clés : Autism Behavior skills training Parent training Technology Video prompting Index. décimale : PER Périodiques Résumé : The use of technological devices has proven to be effective and efficient for the delivery of videos aimed at promoting daily living skills (DLS) among individuals with autism spectrum disorder. As technology advances, devices have become more portable and, ultimately, accessible to caregivers. There are relatively few studies that have examined whether parents can be taught to effectively deliver evidence-based practices using portable, mainstream devices. Using a multiple baseline across participants design, we evaluated parent fidelity in the delivery of video prompts on an iPad to their children who were learning DLS. Results indicated that parents were successful in their delivery of the training procedures and their children acquired and maintained the skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04215-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.212-223[article] Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting [Texte imprimé et/ou numérique] / Elisa CRUZ-TORRES, Auteur ; Mary Louise DUFFY, Auteur ; Michael P. BRADY, Auteur ; Kyle D. BENNETT, Auteur ; Peggy GOLDSTEIN, Auteur . - p.212-223.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.212-223
Mots-clés : Autism Behavior skills training Parent training Technology Video prompting Index. décimale : PER Périodiques Résumé : The use of technological devices has proven to be effective and efficient for the delivery of videos aimed at promoting daily living skills (DLS) among individuals with autism spectrum disorder. As technology advances, devices have become more portable and, ultimately, accessible to caregivers. There are relatively few studies that have examined whether parents can be taught to effectively deliver evidence-based practices using portable, mainstream devices. Using a multiple baseline across participants design, we evaluated parent fidelity in the delivery of video prompts on an iPad to their children who were learning DLS. Results indicated that parents were successful in their delivery of the training procedures and their children acquired and maintained the skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04215-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 Teaching Students With Developmental Disabilities Daily Living Skills Using Point-of-View Modeling Plus Video Prompting With Error Correction / Stephanie J. GARDNER in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)
PermalinkTraining a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill / Rachel L. SEAMAN-TULLIS in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)
PermalinkUsing video prompting via iPads to teach price comparison to adolescents with autism / Pei-Lin WENG in Research in Autism Spectrum Disorders, 8-10 (October 2014)
PermalinkUsing Video Prompting With Different Fading Procedures to Teach Daily Living Skills: A Preliminary Examination / Pei-Fang WU in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)
PermalinkComparing Mobile Technologies for Teaching Vocational Skills to Individuals with Autism Spectrum Disorders and/or Intellectual Disabilities Using Universally-Designed Prompting Systems / T. VAN LAARHOVEN in Journal of Autism and Developmental Disorders, 48-7 (July 2018)
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