Centre d'Information et de documentation du CRA Rhône-Alpes
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High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)
[article]
Titre : High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Melissa N. SAVAGE, Auteur ; Nancy K. MEYER, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Megan HUNLEY, Auteur Article en page(s) : p.156-167 Langues : Anglais (eng) Mots-clés : high school age functional skills independence autism spectrum disorders daily living skills intellectual disability Index. décimale : PER Périodiques Résumé : Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. En ligne : http://dx.doi.org/10.1177/1088357614528797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.156-167[article] High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Melissa N. SAVAGE, Auteur ; Nancy K. MEYER, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Megan HUNLEY, Auteur . - p.156-167.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.156-167
Mots-clés : high school age functional skills independence autism spectrum disorders daily living skills intellectual disability Index. décimale : PER Périodiques Résumé : Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. En ligne : http://dx.doi.org/10.1177/1088357614528797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 Teaching Mobile Device-Based Leisure to Adults With Autism Spectrum Disorder and Intellectual Disability / Kaori NEPO in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)
[article]
Titre : Teaching Mobile Device-Based Leisure to Adults With Autism Spectrum Disorder and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Kaori NEPO, Auteur ; Matt TINCANI, Auteur ; Saul AXELROD, Auteur Année de publication : 2021 Article en page(s) : p.83-94 Langues : Anglais (eng) Mots-clés : adult age applied behavior analysis daily living skills picture schedules visuals alternative/augmentative (AAC) communication Index. décimale : PER Périodiques Résumé : The use of mobile devices has become a major medium of leisure engagement for the general population. However, individuals with intellectual disabilities (ID) experience disparities in technology access, which may limit their engagement in mobile device-based leisure. Little research has examined procedures for teaching individuals with ID to engage in leisure activities with technology. Employing an iPad2, the present study examined the effects of an intervention package with most-to-least prompting on independent leisure engagement of six adults with autism spectrum disorder (ASD) and ID. In addition, the impact of teaching visual schedule use to increase their independence in leisure engagement was assessed. Results indicated that the interventions were effective in increasing the participants? independent leisure engagement and their duration of leisure engagement. Caregivers reported high degrees of satisfaction with the interventions. En ligne : https://doi.org/10.1177/1088357620943500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446
in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.83-94[article] Teaching Mobile Device-Based Leisure to Adults With Autism Spectrum Disorder and Intellectual Disability [Texte imprimé et/ou numérique] / Kaori NEPO, Auteur ; Matt TINCANI, Auteur ; Saul AXELROD, Auteur . - 2021 . - p.83-94.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.83-94
Mots-clés : adult age applied behavior analysis daily living skills picture schedules visuals alternative/augmentative (AAC) communication Index. décimale : PER Périodiques Résumé : The use of mobile devices has become a major medium of leisure engagement for the general population. However, individuals with intellectual disabilities (ID) experience disparities in technology access, which may limit their engagement in mobile device-based leisure. Little research has examined procedures for teaching individuals with ID to engage in leisure activities with technology. Employing an iPad2, the present study examined the effects of an intervention package with most-to-least prompting on independent leisure engagement of six adults with autism spectrum disorder (ASD) and ID. In addition, the impact of teaching visual schedule use to increase their independence in leisure engagement was assessed. Results indicated that the interventions were effective in increasing the participants? independent leisure engagement and their duration of leisure engagement. Caregivers reported high degrees of satisfaction with the interventions. En ligne : https://doi.org/10.1177/1088357620943500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446