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Comparing 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)
[article]
Titre : Comparing Mobile Technologies for Teaching Vocational Skills to Individuals with Autism Spectrum Disorders and/or Intellectual Disabilities Using Universally-Designed Prompting Systems Type de document : Texte imprimé et/ou numérique Auteurs : T. VAN LAARHOVEN, Auteur ; A. CARREON, Auteur ; W. BONNEAU, Auteur ; A. LAGERHAUSEN, Auteur Article en page(s) : p.2516-2529 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Intellectual disabilities Mobile technology Universal design Video prompting Vocational skills Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare mobile technologies with universally-designed prompting systems to improve the independent vocational performance of four adolescents with ASD and/or ID in school-based employment settings. Specific aims were to (1) compare the effectiveness of universally-designed prompting systems presented on iPads and HP Slates that involved participant-selection and participant-fading of available on-screen media prompts; (2) compare the usability of different mobile devices; and (3) determine if built-in decision prompts could improve problem-solving behavior during task completion. Results indicated that both devices resulted in immediate and substantial increases in independent responding for three of the four participants. All participants performed better with their preferred device and all self-faded reliance on instructional prompts as skill acquisition increased. En ligne : http://dx.doi.org/10.1007/s10803-018-3512-2 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.2516-2529[article] Comparing Mobile Technologies for Teaching Vocational Skills to Individuals with Autism Spectrum Disorders and/or Intellectual Disabilities Using Universally-Designed Prompting Systems [Texte imprimé et/ou numérique] / T. VAN LAARHOVEN, Auteur ; A. CARREON, Auteur ; W. BONNEAU, Auteur ; A. LAGERHAUSEN, Auteur . - p.2516-2529.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2516-2529
Mots-clés : Autism spectrum disorders Intellectual disabilities Mobile technology Universal design Video prompting Vocational skills Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare mobile technologies with universally-designed prompting systems to improve the independent vocational performance of four adolescents with ASD and/or ID in school-based employment settings. Specific aims were to (1) compare the effectiveness of universally-designed prompting systems presented on iPads and HP Slates that involved participant-selection and participant-fading of available on-screen media prompts; (2) compare the usability of different mobile devices; and (3) determine if built-in decision prompts could improve problem-solving behavior during task completion. Results indicated that both devices resulted in immediate and substantial increases in independent responding for three of the four participants. All participants performed better with their preferred device and all self-faded reliance on instructional prompts as skill acquisition increased. En ligne : http://dx.doi.org/10.1007/s10803-018-3512-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 Teaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks / Kim M. DOTTO-FOJUT in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
[article]
Titre : Teaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks Type de document : Texte imprimé et/ou numérique Auteurs : Kim M. DOTTO-FOJUT, Auteur ; Kenneth F. REEVE, Auteur ; Dawn BUFFINGTON TOWNSEND, Auteur ; Patrick R. PROGAR, Auteur Année de publication : 2011 Article en page(s) : p.826-833 Langues : Anglais (eng) Mots-clés : Autism Graduated guidance Scripts Script fading Vocational skills Index. décimale : PER Périodiques Résumé : Previous research suggests that vocational skills training for individuals with autism may increase the likelihood that they may be effectively employed. In the present study, a multiple-baseline-across-participants design was used to assess the effects of graduated guidance, scripts, and script fading to teach four adolescents with autism in a simulated vocational setting to approach an instructor, describe a work-related problem, and request assistance. Although none of the participants emitted these skills during baseline, the introduction of the teaching procedure resulted in all participants learning these skills. Generalization measures indicated that the participants also learned to emit the target skills in the presence of work-related materials not directly associated with training. In addition, pre- and post-treatment measures showed that the participants learned to emit the target skills in a different setting not associated with training. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.826-833[article] Teaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks [Texte imprimé et/ou numérique] / Kim M. DOTTO-FOJUT, Auteur ; Kenneth F. REEVE, Auteur ; Dawn BUFFINGTON TOWNSEND, Auteur ; Patrick R. PROGAR, Auteur . - 2011 . - p.826-833.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.826-833
Mots-clés : Autism Graduated guidance Scripts Script fading Vocational skills Index. décimale : PER Périodiques Résumé : Previous research suggests that vocational skills training for individuals with autism may increase the likelihood that they may be effectively employed. In the present study, a multiple-baseline-across-participants design was used to assess the effects of graduated guidance, scripts, and script fading to teach four adolescents with autism in a simulated vocational setting to approach an instructor, describe a work-related problem, and request assistance. Although none of the participants emitted these skills during baseline, the introduction of the teaching procedure resulted in all participants learning these skills. Generalization measures indicated that the participants also learned to emit the target skills in the presence of work-related materials not directly associated with training. In addition, pre- and post-treatment measures showed that the participants learned to emit the target skills in a different setting not associated with training. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 An Evaluation of a Social Skills Intervention for Adults with Autism Spectrum Disorder and Intellectual Disabilities preparing for Employment in Ireland: A Pilot Study / E. WALSH in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
[article]
Titre : An Evaluation of a Social Skills Intervention for Adults with Autism Spectrum Disorder and Intellectual Disabilities preparing for Employment in Ireland: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : E. WALSH, Auteur ; J. HOLLOWAY, Auteur ; H. LYDON, Auteur Article en page(s) : p.1727-1741 Langues : Anglais (eng) Mots-clés : Adults Autism spectrum disorder Employment Intellectual disability Social communication skills Vocational skills Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are faced with significant barriers relating to employment opportunities and workplace participation. This study evaluated the effectiveness of the Walker social skills curriculum: the ACCESS program and video modeling to increase social communication skills necessary for workplace inclusion. Participants attended two sessions (i.e., 3 h) per week across a period of 20 weeks. A multiple-probe design was used to demonstrate social skills outcomes across three broad curricular areas (i.e., peer-related, adult-related, and self-related social skills). Pre-and post-intervention standardized assessments were also taken. Results showed significant increases in target social skills and a significant decrease in problem behaviors following intervention. Evidence of maintenance and generalization were also demonstrated. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3441-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1727-1741[article] An Evaluation of a Social Skills Intervention for Adults with Autism Spectrum Disorder and Intellectual Disabilities preparing for Employment in Ireland: A Pilot Study [Texte imprimé et/ou numérique] / E. WALSH, Auteur ; J. HOLLOWAY, Auteur ; H. LYDON, Auteur . - p.1727-1741.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1727-1741
Mots-clés : Adults Autism spectrum disorder Employment Intellectual disability Social communication skills Vocational skills Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are faced with significant barriers relating to employment opportunities and workplace participation. This study evaluated the effectiveness of the Walker social skills curriculum: the ACCESS program and video modeling to increase social communication skills necessary for workplace inclusion. Participants attended two sessions (i.e., 3 h) per week across a period of 20 weeks. A multiple-probe design was used to demonstrate social skills outcomes across three broad curricular areas (i.e., peer-related, adult-related, and self-related social skills). Pre-and post-intervention standardized assessments were also taken. Results showed significant increases in target social skills and a significant decrease in problem behaviors following intervention. Evidence of maintenance and generalization were also demonstrated. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3441-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355 Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability / Katherine A. SMITH in Journal of Autism and Developmental Disorders, 46-4 (April 2016)
[article]
Titre : Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Katherine A. SMITH, Auteur ; Kevin A. AYRES, Auteur ; Jennifer L. ALEXANDER, Auteur ; Jennifer R. LEDFORD, Auteur ; Collin SHEPLEY, Auteur ; Sally B. SHEPLEY, Auteur Année de publication : 2016 Article en page(s) : p.1196-1209 Langues : Anglais (eng) Mots-clés : Video modeling Self-instruction Intellectual disability Autism Daily living skills Vocational skills Index. décimale : PER Périodiques Résumé : Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. En ligne : http://dx.doi.org/10.1007/s10803-015-2654-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284
in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1196-1209[article] Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Katherine A. SMITH, Auteur ; Kevin A. AYRES, Auteur ; Jennifer L. ALEXANDER, Auteur ; Jennifer R. LEDFORD, Auteur ; Collin SHEPLEY, Auteur ; Sally B. SHEPLEY, Auteur . - 2016 . - p.1196-1209.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1196-1209
Mots-clés : Video modeling Self-instruction Intellectual disability Autism Daily living skills Vocational skills Index. décimale : PER Périodiques Résumé : Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. En ligne : http://dx.doi.org/10.1007/s10803-015-2654-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism / Jennifer L. ALEXANDER in Research in Autism Spectrum Disorders, 7-11 (November 2013)
[article]
Titre : Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer L. ALEXANDER, Auteur ; Kevin M. AYRES, Auteur ; Katie A. SMITH, Auteur ; Sally B. SHEPLEY, Auteur ; Theologia K. MATARAS, Auteur Article en page(s) : p.1346-1357 Langues : Anglais (eng) Mots-clés : Autism Generalized matching Technology Video modeling Vocational skills Index. décimale : PER Périodiques Résumé : Abstract Two multiple probe designs across three and four participants evaluated the effects of video modeling to teach a matching response (sorting mail) to seven adolescents with autism. Participants were instructed on one set of responses (five mail pieces) using video modeling, while concurrently monitoring two other sets for generalization effects. Results indicated that three participants learned their target set and generalized to the untrained sets, and two participants required an error correction procedure to achieve or approach mastery on their target set. Two participants did not acquire target sets with video based instruction. Data on setting generalization and maintenance are also provided for the participants who reached mastery. Participant variables that may relate to responding, limitations to the study, and directions for future research on video based instruction are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.021 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.1346-1357[article] Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism [Texte imprimé et/ou numérique] / Jennifer L. ALEXANDER, Auteur ; Kevin M. AYRES, Auteur ; Katie A. SMITH, Auteur ; Sally B. SHEPLEY, Auteur ; Theologia K. MATARAS, Auteur . - p.1346-1357.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1346-1357
Mots-clés : Autism Generalized matching Technology Video modeling Vocational skills Index. décimale : PER Périodiques Résumé : Abstract Two multiple probe designs across three and four participants evaluated the effects of video modeling to teach a matching response (sorting mail) to seven adolescents with autism. Participants were instructed on one set of responses (five mail pieces) using video modeling, while concurrently monitoring two other sets for generalization effects. Results indicated that three participants learned their target set and generalized to the untrained sets, and two participants required an error correction procedure to achieve or approach mastery on their target set. Two participants did not acquire target sets with video based instruction. Data on setting generalization and maintenance are also provided for the participants who reached mastery. Participant variables that may relate to responding, limitations to the study, and directions for future research on video based instruction are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.021 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215