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Comparing and Combining Accommodation and Remediation Interventions to Improve the Written-Language Performance of Children With Asperger Syndrome / Ariane B. SCHNEIDER in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)
[article]
Titre : Comparing and Combining Accommodation and Remediation Interventions to Improve the Written-Language Performance of Children With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Ariane B. SCHNEIDER, Auteur ; Robin S. CODDING, Auteur ; Georgiana S. TRYON, Auteur Article en page(s) : p.101-114 Langues : Anglais (eng) Mots-clés : Asperger syndrome instruction writing SRSD speech recognition word processing Index. décimale : PER Périodiques Résumé : The relative effectiveness of two writing accommodations, word processing (WP) and speech-recognition (SR) technology, was examined relative to the writing skills of four boys with Asperger syndrome. The more effective accommodation was then combined with the Self-Regulated Strategy Development (SRSD) writing intervention and compared with SRSD and handwriting (HW) combined to determine whether participants’ writing skills would be further improved. Using a multiple-phase alternating-treatments design with a final treatment phase, outcomes indicated that the SR accommodation improved writing fluency and quality better than WP and HW. However, participants produced the most fluent and highest quality writing when SRSD intervention was combined with SR as compared with SRSD paired with HW, SR alone, and HW alone. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357613475811 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.101-114[article] Comparing and Combining Accommodation and Remediation Interventions to Improve the Written-Language Performance of Children With Asperger Syndrome [Texte imprimé et/ou numérique] / Ariane B. SCHNEIDER, Auteur ; Robin S. CODDING, Auteur ; Georgiana S. TRYON, Auteur . - p.101-114.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.101-114
Mots-clés : Asperger syndrome instruction writing SRSD speech recognition word processing Index. décimale : PER Périodiques Résumé : The relative effectiveness of two writing accommodations, word processing (WP) and speech-recognition (SR) technology, was examined relative to the writing skills of four boys with Asperger syndrome. The more effective accommodation was then combined with the Self-Regulated Strategy Development (SRSD) writing intervention and compared with SRSD and handwriting (HW) combined to determine whether participants’ writing skills would be further improved. Using a multiple-phase alternating-treatments design with a final treatment phase, outcomes indicated that the SR accommodation improved writing fluency and quality better than WP and HW. However, participants produced the most fluent and highest quality writing when SRSD intervention was combined with SR as compared with SRSD paired with HW, SR alone, and HW alone. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357613475811 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 Teaching children with autism spectrum disorders to check the spelling of words / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : Teaching children with autism spectrum disorders to check the spelling of words Type de document : Texte imprimé et/ou numérique Auteurs : Debora KAGOHARA, Auteur ; Jeff SIGAFOOS, Auteur ; Donna ACHMADI, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur Année de publication : 2012 Article en page(s) : p.304-3010 Langues : Anglais (eng) Mots-clés : Academic skills Autism spectrum disorders Spell checking Video modeling Word processing iPad Index. décimale : PER Périodiques Résumé : This study aimed to teach two students with autism spectrum disorders (ASD) to check the spelling of words using the spell-check function on common word processor programs. A multiple-baseline across participants design with baseline, video modeling, and follow-up phases was implemented. During baseline, the participants performed less than 40% of the task-analyzed steps correctly. When the video modeling intervention was introduced via an iPad®, both participants reached the 76–100% correct level on the task analysis and became more successful in using the word processor programs to check the spelling of words. Follow-up data showed 100% correct performance by both participants. The results suggest that the video modeling intervention, delivered via an iPad®, was effective in teaching two adolescents with ASD to check the spelling of words using common word processing programs. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.05.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.304-3010[article] Teaching children with autism spectrum disorders to check the spelling of words [Texte imprimé et/ou numérique] / Debora KAGOHARA, Auteur ; Jeff SIGAFOOS, Auteur ; Donna ACHMADI, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur . - 2012 . - p.304-3010.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.304-3010
Mots-clés : Academic skills Autism spectrum disorders Spell checking Video modeling Word processing iPad Index. décimale : PER Périodiques Résumé : This study aimed to teach two students with autism spectrum disorders (ASD) to check the spelling of words using the spell-check function on common word processor programs. A multiple-baseline across participants design with baseline, video modeling, and follow-up phases was implemented. During baseline, the participants performed less than 40% of the task-analyzed steps correctly. When the video modeling intervention was introduced via an iPad®, both participants reached the 76–100% correct level on the task analysis and became more successful in using the word processor programs to check the spelling of words. Follow-up data showed 100% correct performance by both participants. The results suggest that the video modeling intervention, delivered via an iPad®, was effective in teaching two adolescents with ASD to check the spelling of words using common word processing programs. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.05.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146