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Titre : Academics Type de document : Texte imprimé et/ou numérique Auteurs : Michele R. BISHOP, Auteur ; Carolynn BREDEK, Auteur Année de publication : 2014 Importance : p.273-285 Langues : Anglais (eng) Mots-clés : autism teaching academic skills language arts mathematics lesson practical guidance Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching academic skills. The CARD academic curriculum contains a variety of lessons across the domains of language arts and mathematics. Practical guidance is provided on how to teach sample skills in both domains. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00015-X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Academics [Texte imprimé et/ou numérique] / Michele R. BISHOP, Auteur ; Carolynn BREDEK, Auteur . - 2014 . - p.273-285.
Langues : Anglais (eng)
Mots-clés : autism teaching academic skills language arts mathematics lesson practical guidance Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching academic skills. The CARD academic curriculum contains a variety of lessons across the domains of language arts and mathematics. Practical guidance is provided on how to teach sample skills in both domains. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00015-X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here / Chaia FLEGENHEIMER in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
[article]
Titre : College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here Type de document : Texte imprimé et/ou numérique Auteurs : Chaia FLEGENHEIMER, Auteur ; K. Suzanne SCHERF, Auteur Article en page(s) : p.2075-2097 Langues : Anglais (eng) Mots-clés : Adult Autism Spectrum Disorder Autistic Disorder Humans Social Skills Students Universities Academic skills Daily living skills Emerging adulthood Intervention Social communication Index. décimale : PER Périodiques Résumé : Autistic individuals often struggle to successfully navigate emerging adulthood (EA). College is an increasingly common context in which individuals learn and hone the necessary skills for adulthood. The goal of this paper is to systematically review and assess the existing research on college as a context of EA development in autistic individuals, particularly in terms of understanding whether and how this context might be critically different for those who are typically developing or developing with other disabilities. Our findings indicate that ASD college students report feeling prepared academically, but exhibit weaknesses in daily living and social skills. Interventions largely focus on social skills, and rarely evaluate outcomes relevant to college success or longer-term emerging adulthood independence. We conclude with hypotheses and recommendations for future work that are essential for understanding and supporting ASD students as they navigate potentially unique challenges in college and their transition to independence during EA. En ligne : http://dx.doi.org/10.1007/s10803-021-05088-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2075-2097[article] College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here [Texte imprimé et/ou numérique] / Chaia FLEGENHEIMER, Auteur ; K. Suzanne SCHERF, Auteur . - p.2075-2097.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2075-2097
Mots-clés : Adult Autism Spectrum Disorder Autistic Disorder Humans Social Skills Students Universities Academic skills Daily living skills Emerging adulthood Intervention Social communication Index. décimale : PER Périodiques Résumé : Autistic individuals often struggle to successfully navigate emerging adulthood (EA). College is an increasingly common context in which individuals learn and hone the necessary skills for adulthood. The goal of this paper is to systematically review and assess the existing research on college as a context of EA development in autistic individuals, particularly in terms of understanding whether and how this context might be critically different for those who are typically developing or developing with other disabilities. Our findings indicate that ASD college students report feeling prepared academically, but exhibit weaknesses in daily living and social skills. Interventions largely focus on social skills, and rarely evaluate outcomes relevant to college success or longer-term emerging adulthood independence. We conclude with hypotheses and recommendations for future work that are essential for understanding and supporting ASD students as they navigate potentially unique challenges in college and their transition to independence during EA. En ligne : http://dx.doi.org/10.1007/s10803-021-05088-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 A review of video modeling to teach STEM to students with autism and intellectual disability / John C. WRIGHT in Research in Autism Spectrum Disorders, 70 (February 2020)
[article]
Titre : A review of video modeling to teach STEM to students with autism and intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : John C. WRIGHT, Auteur ; Victoria F. KNIGHT, Auteur ; Erin E. BARTON, Auteur Article en page(s) : p.101476 Langues : Anglais (eng) Mots-clés : Autism Video modeling Intellectual disability Academic skills STEM Index. décimale : PER Périodiques Résumé : Background Not only is video modeling an evidence-based practice to teach social/communication, functional, and daily living skills to students with autism spectrum disorder, but use of video models are beneficial due to reusable and portable technology. The efficacy of video modeling for teaching science, technology, engineering, and math skills (STEM) for this population, however, has not yet been evaluated. Method In this systematic literature review, we examined the use of video modeling to teach STEM skills to students with autism and intellectual disability. Ten studies met inclusion criteria. Results Although we found insufficient evidence for using video modeling to teach science, technology, and engineering skills; video modeling was effective for teaching mathematics to individuals with autism and intellectual disability. Conclusion Additional research is needed using video modeling to teach STEM skills to establish a comprehensive understanding of how video modeling could be effective for teaching STEM skills to students with autism and intellectual disability. En ligne : https://doi.org/10.1016/j.rasd.2019.101476 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101476[article] A review of video modeling to teach STEM to students with autism and intellectual disability [Texte imprimé et/ou numérique] / John C. WRIGHT, Auteur ; Victoria F. KNIGHT, Auteur ; Erin E. BARTON, Auteur . - p.101476.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101476
Mots-clés : Autism Video modeling Intellectual disability Academic skills STEM Index. décimale : PER Périodiques Résumé : Background Not only is video modeling an evidence-based practice to teach social/communication, functional, and daily living skills to students with autism spectrum disorder, but use of video models are beneficial due to reusable and portable technology. The efficacy of video modeling for teaching science, technology, engineering, and math skills (STEM) for this population, however, has not yet been evaluated. Method In this systematic literature review, we examined the use of video modeling to teach STEM skills to students with autism and intellectual disability. Ten studies met inclusion criteria. Results Although we found insufficient evidence for using video modeling to teach science, technology, and engineering skills; video modeling was effective for teaching mathematics to individuals with autism and intellectual disability. Conclusion Additional research is needed using video modeling to teach STEM skills to establish a comprehensive understanding of how video modeling could be effective for teaching STEM skills to students with autism and intellectual disability. En ligne : https://doi.org/10.1016/j.rasd.2019.101476 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 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)
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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